José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro
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They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain-specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain-general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 2","pages":"161-180"},"PeriodicalIF":2.0000,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension\",\"authors\":\"José-Pablo Escobar, Alejandra Meneses, Evelyn Hugo, Ana Taboada Barber, Maximiliano Montenegro\",\"doi\":\"10.1111/1467-9817.12446\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. 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Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension
Background
Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students.
Methods
A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain-general and reading-specific cognitive flexibility, academic vocabulary and science reading comprehension.
Results
The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain-specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain-general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6.
Conclusions
These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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