Intervention on reading comprehension and executive functions: effects on mathematical problems resolution
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | ETD - Educação Temática Digital |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8667022 |
Resumo: | This study investigated the impact of a reading program, which has demonstrated efficacy in improving reading comprehension (RC) and executive functions (EF) abilities, on quantitative problem-solving (PS). Fifth-grade students from two public schools were divided into two control classes (CG; n=35) and two experimental classes (EG; n=29). The experimental classes’ teacher received training to implement the program, which was composed of a selection of narrative texts and activities aiming to promote RC and EF development. Students’ performance on PS was evaluated pre- and post-intervention. Compared to the CG, students from the EG showed higher scores on PS broadly and, particularly, on the multiplicative reasoning task, with medium effect sizes (Cohen’s d=0.69 and d=0.52, respectively). Exploratory analysis of the strength of the association between PS and RC and PS and EF demonstrated moderate to strong correlations between measures of PS and several RC tasks, as well as between additive reasoning and auditory attention and working memory (phonological component and central executive). In terms of educational implications, this study highlights the relevance of including reading comprehension in mathematics education, since PS abilities were improved through an intervention focusing on RD and EF. |
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Intervention on reading comprehension and executive functions: effects on mathematical problems resolutionIntervención en comprensión lectora y funciones ejecutivas: efectos en la resolución de problemas matemáticosIntervenção em compreensão de leitura e funções executivas: efeitos na resolução de problemas matemáticosIntervenção em compreensão de leituraCompreensão de leituraFunções executivasResolução de problemas quantitativosIntervention on reading comprehensionReading comprehensionExecutive functionsQuantitative problem-solvingIntervención en la comprensión lectoraComprensión lectoraFunciones ejecutivasResolución de problemas cuantitativosThis study investigated the impact of a reading program, which has demonstrated efficacy in improving reading comprehension (RC) and executive functions (EF) abilities, on quantitative problem-solving (PS). Fifth-grade students from two public schools were divided into two control classes (CG; n=35) and two experimental classes (EG; n=29). The experimental classes’ teacher received training to implement the program, which was composed of a selection of narrative texts and activities aiming to promote RC and EF development. Students’ performance on PS was evaluated pre- and post-intervention. Compared to the CG, students from the EG showed higher scores on PS broadly and, particularly, on the multiplicative reasoning task, with medium effect sizes (Cohen’s d=0.69 and d=0.52, respectively). Exploratory analysis of the strength of the association between PS and RC and PS and EF demonstrated moderate to strong correlations between measures of PS and several RC tasks, as well as between additive reasoning and auditory attention and working memory (phonological component and central executive). In terms of educational implications, this study highlights the relevance of including reading comprehension in mathematics education, since PS abilities were improved through an intervention focusing on RD and EF. Este estudio investigó el impacto de un programa de lectura con eficacia demostrada para mejorar las habilidades de comprensión lectora (CL) y funciones ejecutivas (FE) en la resolución de problemas cuantitativos (RP). Los alumnos de 5º grado de primaria de dos colegios públicos se distribuyeron en dos clases de control (CG; n=35) y dos experimentales (EG; n=29). El profesor de la clase experimental recibió formación para aplicar el programa, consistente en una selección de textos narrativos y actividades dirigidas al desarrollo de la CL y las FE. Se realizaron evaluaciones de rendimiento en problemas de razonamiento cuantitativo antes y después de la intervención. En comparación con el GC, los participantes del GE obtuvieron puntuaciones más altas en los problemas de razonamiento cuantitativo, en general, y particularmente en los problemas de razonamiento multiplicativo, con tamaños de efecto moderados (d de Cohen = 0.69 y d=0.52, respectivamente). Los análisis exploratorios de la fuerza de asociación entre RP y CL y RP y FE mostraron correlaciones de moderadas a fuertes entre las medidas de RP y varias medidas de CL, además de correlaciones entre el razonamiento aditivo y la atención auditiva y la memoria de trabajo (componente fonológico y ejecutivo central). Como implicación educativa, destaca la relevancia de trabajar la comprensión lectora también en la educación matemática, ya que la habilidad de RP se ve favorecida a través de la intervención dirigida a CL y FE.Este estudo investigou o impacto de um programa de leitura com eficácia demonstrada para o aprimoramento da habilidade de compreensão leitora (CL) e de funções executivas (FE) em resoluções de problemas quantitativos (RP). Estudantes do 5º ano do Ensino Fundamental de duas escolas públicas foram distribuídos em duas classes controle (GC; n=35) e duas experimentais (GE; n=29). A professora das classes experimentais recebeu treinamento para implementar o programa, composto por uma seleção de textos narrativos e atividades voltadas ao desenvolvimento da CL e das FE. Foram realizadas avaliações pré e pós-intervenção de desempenho em problemas de raciocínio quantitativo. Comparados ao GC, participantes do GE apresentaram escores mais altos em problemas de raciocínio quantitativo, de maneira geral, e, particularmente, nos de raciocínio multiplicativo, com tamanhos de efeito moderados (d de Cohen = 0,69 e d=0,52, respectivamente). Análises exploratórias da força de associação entre RP e CL e RP e FE demonstraram correlações moderadas a fortes entre as medidas de RP e várias medidas de CL, além de correlações entre raciocínio aditivo e atenção auditiva e memória de trabalho (componente fonológico e executivo central). Como implicação educacional, destaca-se a relevância do trabalho com a compreensão de leitura também no ensino de matemática, visto o favorecimento da habilidade de RP por meio da intervenção voltada à CL e às FE.Universidade Estadual de Campinas2023-10-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/866702210.20396/etd.v25i00.8667022ETD - Educação Temática Digital; Vol. 25 (2023): Continuous publication; e023047 ETD - Educação Temática Digital; Vol. 25 (2023): Publicación continua; e023047 ETD - Educação Temática Digital; v. 25 (2023): Publicação contínua; e023047 1676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8667022/32541Brazil; Contemporary Brasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2023 ETD - Educação Temática Digitalhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccess Corso, Helena VellinhoAssis, Évelin Fulginiti deLopes-Silva, Júlia Beatriz Piccolo, Luciane da Rosa2024-01-10T21:04:57Zoai:ojs.periodicos.sbu.unicamp.br:article/8667022Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2024-01-10T21:04:57ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution Intervención en comprensión lectora y funciones ejecutivas: efectos en la resolución de problemas matemáticos Intervenção em compreensão de leitura e funções executivas: efeitos na resolução de problemas matemáticos |
title |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
spellingShingle |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution Corso, Helena Vellinho Intervenção em compreensão de leitura Compreensão de leitura Funções executivas Resolução de problemas quantitativos Intervention on reading comprehension Reading comprehension Executive functions Quantitative problem-solving Intervención en la comprensión lectora Comprensión lectora Funciones ejecutivas Resolución de problemas cuantitativos |
title_short |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
title_full |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
title_fullStr |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
title_full_unstemmed |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
title_sort |
Intervention on reading comprehension and executive functions: effects on mathematical problems resolution |
author |
Corso, Helena Vellinho |
author_facet |
Corso, Helena Vellinho Assis, Évelin Fulginiti de Lopes-Silva, Júlia Beatriz Piccolo, Luciane da Rosa |
author_role |
author |
author2 |
Assis, Évelin Fulginiti de Lopes-Silva, Júlia Beatriz Piccolo, Luciane da Rosa |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Corso, Helena Vellinho Assis, Évelin Fulginiti de Lopes-Silva, Júlia Beatriz Piccolo, Luciane da Rosa |
dc.subject.por.fl_str_mv |
Intervenção em compreensão de leitura Compreensão de leitura Funções executivas Resolução de problemas quantitativos Intervention on reading comprehension Reading comprehension Executive functions Quantitative problem-solving Intervención en la comprensión lectora Comprensión lectora Funciones ejecutivas Resolución de problemas cuantitativos |
topic |
Intervenção em compreensão de leitura Compreensão de leitura Funções executivas Resolução de problemas quantitativos Intervention on reading comprehension Reading comprehension Executive functions Quantitative problem-solving Intervención en la comprensión lectora Comprensión lectora Funciones ejecutivas Resolución de problemas cuantitativos |
description |
This study investigated the impact of a reading program, which has demonstrated efficacy in improving reading comprehension (RC) and executive functions (EF) abilities, on quantitative problem-solving (PS). Fifth-grade students from two public schools were divided into two control classes (CG; n=35) and two experimental classes (EG; n=29). The experimental classes’ teacher received training to implement the program, which was composed of a selection of narrative texts and activities aiming to promote RC and EF development. Students’ performance on PS was evaluated pre- and post-intervention. Compared to the CG, students from the EG showed higher scores on PS broadly and, particularly, on the multiplicative reasoning task, with medium effect sizes (Cohen’s d=0.69 and d=0.52, respectively). Exploratory analysis of the strength of the association between PS and RC and PS and EF demonstrated moderate to strong correlations between measures of PS and several RC tasks, as well as between additive reasoning and auditory attention and working memory (phonological component and central executive). In terms of educational implications, this study highlights the relevance of including reading comprehension in mathematics education, since PS abilities were improved through an intervention focusing on RD and EF. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8667022 10.20396/etd.v25i00.8667022 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8667022 |
identifier_str_mv |
10.20396/etd.v25i00.8667022 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8667022/32541 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
ETD - Educação Temática Digital; Vol. 25 (2023): Continuous publication; e023047 ETD - Educação Temática Digital; Vol. 25 (2023): Publicación continua; e023047 ETD - Educação Temática Digital; v. 25 (2023): Publicação contínua; e023047 1676-2592 reponame:ETD - Educação Temática Digital instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
ETD - Educação Temática Digital |
collection |
ETD - Educação Temática Digital |
repository.name.fl_str_mv |
ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
ppec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br |
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1800216649297559552 |