VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN

Detalhes bibliográficos
Autor(a) principal: Piccolo, Luciane da Rosa
Data de Publicação: 2013
Outros Autores: Salles, Jerusa Fumagalli
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576
Resumo: This paper investigates the relationship between reading (words and text), working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public schools. It was also analyzed which of these skills contributes to better explain the performance in reading. Analyses were performed with and without children below the mean IQ. First, we evaluated 57 children (9-11 years) in IQ, vocabulary, word reading, reading comprehension and four working memory tasks. A second analysis was conducted with 47 children, all with average intelligence. The relationship between reading, working memory and vocabulary proved to be moderate. The vocabulary was a better predictor of performance in reading (words and text) than the measures of working memory in the total sample. In the analysis of children without intellectual deficit (Wasi), tasks that assess phonological loop and central executive of working memory contributed, regardless of the vocabulary, to read words.
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spelling VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDRENEL VOCABULARIO Y LA MEMORIA DE TRABAJO PREDICEN EL RENDIMIENTO DE LECTURA DE LOS NIÑOSVocabulário e Memória de Trabalho Predizem Desempenho em Leitura de CriançasWorking memory]ReadingReading disabilityVocabularyReading comprehensionMemoria de trabajoLecturaDificultad para la lecturaVocabularioComprensión lectoraMemória de trabalhoLeituraDificuldade de leitura Vocabuláriocompreensão leitoraThis paper investigates the relationship between reading (words and text), working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public schools. It was also analyzed which of these skills contributes to better explain the performance in reading. Analyses were performed with and without children below the mean IQ. First, we evaluated 57 children (9-11 years) in IQ, vocabulary, word reading, reading comprehension and four working memory tasks. A second analysis was conducted with 47 children, all with average intelligence. The relationship between reading, working memory and vocabulary proved to be moderate. The vocabulary was a better predictor of performance in reading (words and text) than the measures of working memory in the total sample. In the analysis of children without intellectual deficit (Wasi), tasks that assess phonological loop and central executive of working memory contributed, regardless of the vocabulary, to read words.En este trabajo se investiga la relación entre la lectura (palabras y texto), la memoria de trabajo, el vocabulario y el cociente intelectual en niños (2º-5º grado) de las escuelas públicas. Se analizó también cuál de estas habilidades contribuye a explicar mejor el rendimiento en la lectura. Los análisis se realizaron con y sin niños con coeficiente intelectual inferior a la media. Primero, se evaluaron 57 niños (9-11 años) en el coeficiente intelectual, vocabulario, lectura de palabras, comprensión de lectura de texto y cuatro tareas de memoria de trabajo. Un segundo análisis se realizó con 47 niños, todos con inteligência media. La relación entre la lectura, la memoria de trabajo y el vocabulario resultó ser moderada. El vocabulario es un mejor predictor del rendimento en lectura (palabras y texto) que las medidas de memoria de trabajo en la muestra total. En el análisis de los niños sin déficit intelectual (Wasi), las tareas que evalúan componente fonológico y ejecutivo central de la memoria de trabajo ha contribuido, sin importar el vocabulario, para leer palabras.Este trabalho investiga a relação entre leitura (palavras e texto), memória de trabalho, quociente de inteligência (QI) e vocabulário em crianças (2ª-5ª séries) de escolas públicas. Analisou-se também qual dessas habilidades melhor contribui para explicar o desempenho em leitura. Realizaram-se análises com e sem crianças com QI abaixo da média. Primeiro, avaliaram-se 57 crianças (9-11 anos) em QI, vocabulário, leitura de palavras isoladas, compreensão de leitura textual e quatro tarefas de memória de trabalho. Uma segunda análise foi feita com 47 crianças, todas com inteligência média. A relação entre leitura, memória de trabalho e vocabulário mostrou-se moderada. O vocabulário foi o melhor preditor do desempenho em leitura (palavras e texto) do que as medidas de memória de trabalho na amostra total. Na análise feita com crianças sem déficit intelectual (Wasi), as tarefas que avaliam o componente fonológico e o executivo central da memória de trabalho contribuíram, independentemente do vocabulário, para a leitura de palavras.Editora Mackenzie2013-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576The Journal Of Psychology: Theory and Practice ; Vol. 15 No. 2 (2013); 180-191Revista Psicología: Teoría y Práctica; Vol. 15 Núm. 2 (2013); 180-191Revista Psicologia: Teoria e Prática; v. 15 n. 2 (2013); 180-1911980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576/4461http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576/8614Copyright (c) 2013 Luciane da Rosa Piccolo, Jerusa Fumagalli Salleshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPiccolo, Luciane da RosaSalles, Jerusa Fumagalli2023-03-06T19:01:22Zoai:ojs.editorarevistas.mackenzie.br:article/4576Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-03-06T19:01:22Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
EL VOCABULARIO Y LA MEMORIA DE TRABAJO PREDICEN EL RENDIMIENTO DE LECTURA DE LOS NIÑOS
Vocabulário e Memória de Trabalho Predizem Desempenho em Leitura de Crianças
title VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
spellingShingle VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
Piccolo, Luciane da Rosa
Working memory]
Reading
Reading disability
Vocabulary
Reading comprehension
Memoria de trabajo
Lectura
Dificultad para la lectura
Vocabulario
Comprensión lectora
Memória de trabalho
Leitura
Dificuldade de leitura
Vocabulário
compreensão leitora
title_short VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
title_full VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
title_fullStr VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
title_full_unstemmed VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
title_sort VOCABULARY AND WORKING MEMORY PREDICT READING PERFORMANCE OF CHILDREN
author Piccolo, Luciane da Rosa
author_facet Piccolo, Luciane da Rosa
Salles, Jerusa Fumagalli
author_role author
author2 Salles, Jerusa Fumagalli
author2_role author
dc.contributor.author.fl_str_mv Piccolo, Luciane da Rosa
Salles, Jerusa Fumagalli
dc.subject.por.fl_str_mv Working memory]
Reading
Reading disability
Vocabulary
Reading comprehension
Memoria de trabajo
Lectura
Dificultad para la lectura
Vocabulario
Comprensión lectora
Memória de trabalho
Leitura
Dificuldade de leitura
Vocabulário
compreensão leitora
topic Working memory]
Reading
Reading disability
Vocabulary
Reading comprehension
Memoria de trabajo
Lectura
Dificultad para la lectura
Vocabulario
Comprensión lectora
Memória de trabalho
Leitura
Dificuldade de leitura
Vocabulário
compreensão leitora
description This paper investigates the relationship between reading (words and text), working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public schools. It was also analyzed which of these skills contributes to better explain the performance in reading. Analyses were performed with and without children below the mean IQ. First, we evaluated 57 children (9-11 years) in IQ, vocabulary, word reading, reading comprehension and four working memory tasks. A second analysis was conducted with 47 children, all with average intelligence. The relationship between reading, working memory and vocabulary proved to be moderate. The vocabulary was a better predictor of performance in reading (words and text) than the measures of working memory in the total sample. In the analysis of children without intellectual deficit (Wasi), tasks that assess phonological loop and central executive of working memory contributed, regardless of the vocabulary, to read words.
publishDate 2013
dc.date.none.fl_str_mv 2013-05-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576/4461
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4576/8614
dc.rights.driver.fl_str_mv Copyright (c) 2013 Luciane da Rosa Piccolo, Jerusa Fumagalli Salles
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2013 Luciane da Rosa Piccolo, Jerusa Fumagalli Salles
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 15 No. 2 (2013); 180-191
Revista Psicología: Teoría y Práctica; Vol. 15 Núm. 2 (2013); 180-191
Revista Psicologia: Teoria e Prática; v. 15 n. 2 (2013); 180-191
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
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