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Psykhe (Santiago)

versión On-line ISSN 0718-2228

Resumen

VERNUCCI, Santiago; CANET-JURIC, Lorena; ANDRES, María Laura  y  BURIN, Débora Inés. Reading Comprehension and Mathematical Computation: The Role of Working Memory in School-Age Children. Psykhe [online]. 2017, vol.26, n.2, pp.1-13. ISSN 0718-2228.  http://dx.doi.org/10.7764/psykhe.26.2.1047.

The aim of the study was to analyze the explanatory power of the components of working memory (WM) with respect to reading comprehension (RC) and mathematical computation (MC) skills in school-age children. The sample was obtained through a purposive non probability procedure and consisted of 84 Argentinean children of both sexes, aged 9-11 years. WM was assessed with the computer-based Tareas de Autorregulación Cognitiva [Cognitive Self-Regulation Tasks] (TAC) battery, RC with the screening task from the Leer para Comprender [Reading to Understand] Test, and MC with the Mathematical Computation sub-test from the WRAT-3. Multiple linear regression analyses were performed and the unique percentage of variance explained by each component was calculated. Results showed that verbal storage and the executive component explained RC, while both verbal and visuo-spatial storage and the executive component explained MC. These results are important for gaining in-depth knowledge about the role of WM in RC and MC in local children.

Palabras clave : working memory; reading comprehension; mathematical computation; children.

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