Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as ""poor readers""

Imagem de Miniatura
Arquivos
art_ABREU_Executive_functioning_and_reading_achievement_in_school_a_2014.PDF (508.36 KB)
Citações na Scopus
Tipo de produção
article
Data de publicação
2014
Editora
FRONTIERS RESEARCH FOUNDATION
DOI
Indexadores
Web of Science
Título da Revista
ISSN da Revista
Título do Volume
Autores
ABREU, Pascale M. J. Engel de
ABREU, Neander
NIKAEDO, Carolina C.
TOURINHO, Carlos J.
MIRANDA, Monica C.
BUENO, Orlando F. A.
MARTIN, Romain
Autor de Grupo de pesquisa
Editores
Coordenadores
Organizadores
Citação
FRONTIERS IN PSYCHOLOGY, v.5, article ID 550, 14p, 2014
Projetos de Pesquisa
Unidades Organizacionais
Fascículo
Resumo
This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or Sao Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled ""Working Memory/Cognitive Flexibility,"" ""Interference Suppression,"" ""Selective Attention,"" and ""Response Inhibition."" Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement.
Palavras-chave
executive function, reading, working memory, cognitive flexibility, selective attention, inhibition, poverty, learning difficulties
URI
https://observatorio.fm.usp.br/handle/OPI/8428
Referências
  1. Abadzi H., 2006, EFFICIENT LEARNING P, DOI [10.1596/978-0-8213-6688-2, DOI 10.1596/978-0-8213-6688-2]
  2. Alloway T., 2007, AUTOMATED WORKING ME
  3. Alloway TP, 2013, COMPUT HUM BEHAV, V29, P632, DOI 10.1016/j.chb.2012.10.023
  4. Alloway TP, 2006, CHILD DEV, V77, P1698, DOI 10.1111/j.1467-8624.2006.00968.x
  5. Angelini A. L., 1999, MATRIZES PROGRESSIVA
  6. Associacao Brasileira de Empresas de Pesquisa (ABEP), 2010, CRIT CLASS EC BRAS
  7. Baddeley A, 2000, TRENDS COGN SCI, V4, P417, DOI 10.1016/S1364-6613(00)01538-2
  8. Baddeley A., 1999, MODELS WORKING MEMOR, P28
  9. Baddeley Alan, 1996, Quarterly Journal of Experimental Psychology Section A Human Experimental Psychology, V49, P5, DOI 10.1080/027249896392784
  10. Barkley R. A., 1997, ADHD NATURE SELF CON
  11. Belintane Claudemir, 2006, Educ. Pesqui., V32, P261, DOI 10.1590/S1517-97022006000200004
  12. Borella E, 2010, J LEARN DISABIL-US, V43, P541, DOI 10.1177/0022219410371676
  13. Braver T. S., 2007, VARIATION WORKING ME, P76
  14. Breckenridge K, 2013, BRIT J DEV PSYCHOL, V31, P271, DOI 10.1111/bjdp.12004
  15. Bruns B, 2012, DIR DEV, P1, DOI 10.1596/978-0-8213-8854-9
  16. Cain K, 2006, MEMORY, V14, P553, DOI 10.1080/09658210600624481
  17. Carroll JM, 2003, DEV PSYCHOL, V39, P913, DOI 10.1037/0012-1649.39.5.913
  18. Cartwright KB, 2012, EARLY EDUC DEV, V23, P24, DOI 10.1080/10409289.2011.615025
  19. Casco C, 1998, CORTEX, V34, P531, DOI 10.1016/S0010-9452(08)70512-4
  20. Colom R, 2003, PERS INDIV DIFFER, V34, P33, DOI 10.1016/S0191-8869(02)00023-5
  21. Conway ARA, 2002, INTELLIGENCE, V30, P163, DOI 10.1016/S0160-2896(01)00096-4
  22. Cragg L, 2008, DEVELOPMENTAL SCI, V11, P819, DOI 10.1111/j.1467-7687.2008.00730.x
  23. de Abreu PMJE, 2012, J EDUC PSYCHOL, V104, P974, DOI 10.1037/a0028390
  24. de Abreu PMJE, 2010, INTELLIGENCE, V38, P552, DOI 10.1016/j.intell.2010.07.003
  25. De Beni R, 1998, Q J EXP PSYCHOL-A, V51, P305
  26. De Beni R, 2000, LEARN INDIVID DIFFER, V12, P131, DOI 10.1016/S1041-6080(01)00033-4
  27. Dennis M, 2009, J INT NEUROPSYCH SOC, V15, P331, DOI 10.1017/S1355617709090481
  28. Duff SC, 2001, Q J EXP PSYCHOL-A, V54, P31, DOI 10.1080/02724980042000011
  29. Ehri LC, 2001, READ RES QUART, V36, P250, DOI 10.1598/RRQ.36.3.2
  30. Engle RW, 1999, J EXP PSYCHOL GEN, V128, P309, DOI 10.1037/0096-3445.128.3.309
  31. Fricke S, 2013, J CHILD PSYCHOL PSYC, V54, P280, DOI 10.1111/jcpp.12010
  32. Friedman NP, 2004, J EXP PSYCHOL GEN, V133, P101, DOI 10.1037/0096-3445.133.1.101
  33. Friedman NP, 2008, J EXP PSYCHOL GEN, V137, P201, DOI 10.1037/0096-3445.137.2.201
  34. Friedman NP, 2000, J EXP PSYCHOL GEN, V129, P61, DOI 10.1037//0096-3445.129.1.61
  35. Ganzeboom H. B. G., 2010, ANN C INT SOC SURV P
  36. GANZEBOOM HBG, 1992, SOC SCI RES, V21, P1, DOI 10.1016/0049-089X(92)90017-B
  37. Gathercole S. E., 2008, WORKING MEMORY LEARN
  38. Gathercole S.E., 2006, WORKING MEMORY ED, P219, DOI 10.1016/B978-012554465-8/50010-7
  39. Gathercole SE, 2006, J EXP CHILD PSYCHOL, V93, P265, DOI 10.1016/j.jecp.2005.08.003
  40. Conway A. R. A., 2007, VARIATION WORKING ME, P227
  41. Holmes J, 2009, DEVELOPMENTAL SCI, V12, pF9, DOI 10.1111/j.1467-7687.2009.00848.x
  42. Hooper S., 2002, J LEARNING DISABILIT, V35, P37, DOI 10.1177/002221940203500105
  43. Huizinga M, 2006, NEUROPSYCHOLOGIA, V44, P2017, DOI 10.1016/j.neuropsychologia.2006.01.010
  44. Jarvis H. L., 2003, ED CHILD PSYCHOL, V20, P123
  45. Kane M. J., 2007, VARIATION WORKING ME, P21, DOI 10.1093/ACPR0F:0S0/9780195168648.003.0002
  46. Kane MJ, 2004, J EXP PSYCHOL GEN, V133, P189, DOI 10.1037/0096-3445.133.2.189
  47. Klenberg L, 2001, DEV NEUROPSYCHOL, V20, P407, DOI 10.1207/S15326942DN2001_6
  48. Kline R. B., 2005, PRINCIPLES PRACTICE
  49. KYLLONEN PC, 1990, INTELLIGENCE, V14, P389, DOI 10.1016/S0160-2896(05)80012-1
  50. Lan XZ, 2011, J EXP CHILD PSYCHOL, V108, P677, DOI 10.1016/j.jecp.2010.11.001
  51. Diamond A, 2011, SCIENCE, V333, P959, DOI 10.1126/science.1204529
  52. Lehto JE, 2003, BRIT J DEV PSYCHOL, V21, P59, DOI 10.1348/026151003321164627
  53. Locascio G, 2010, J LEARN DISABIL-US, V43, P441, DOI 10.1177/0022219409355476
  54. Loher S., 2013, J ED DEV PSYCHOL, V3, P51, DOI [10.5539/jedp.v3n1p51, DOI 10.5539/JEDP.V3N1P51]
  55. Loosli SV, 2012, CHILD NEUROPSYCHOL, V18, P62, DOI 10.1080/09297049.2011.575772
  56. Manly T, 2001, J CHILD PSYCHOL PSYC, V42, P1065, DOI 10.1111/1469-7610.00806
  57. Manly T, 1998, TEST EVERYDAY ATTENT
  58. Martin-Rhee MM, 2008, BILING-LANG COGN, V11, P81, DOI 10.1017/S1366728907003227
  59. Miyake A, 2000, COGNITIVE PSYCHOL, V41, P49, DOI 10.1006/cogp.1999.0734
  60. Muter V, 2004, DEV PSYCHOL, V40, P665, DOI 10.1037/0012-1649.40.5.665
  61. Nation K, 2010, J CHILD PSYCHOL PSYC, V51, P1031, DOI 10.1111/j.1469-7610.2010.02254.x
  62. Nation K, 1999, J EXP CHILD PSYCHOL, V73, P139, DOI 10.1006/jecp.1999.2498
  63. Nation K, 2004, J SPEECH LANG HEAR R, V47, P199, DOI 10.1044/1092-4388(2004/017)
  64. National Institute of Child Health and Human Development, 2000, NIH PUBL
  65. Nigg JT, 2000, PSYCHOL BULL, V126, P220, DOI 10.1037//0033-2909.126.2.220
  66. Oberauer K, 2001, EUR J COGN PSYCHOL, V13, P187
  67. OECD, 2011, SOC GLANC 2011 OECD
  68. OECD, 2013, PISA 2012 RES FOC WH
  69. Pimperton H, 2010, J MEM LANG, V62, P380, DOI 10.1016/j.jml.2010.02.005
  70. Pimperton H, 2014, J LEARN DISABIL-US, V47, P199, DOI 10.1177/0022219412454172
  71. PINHEIRO AMV, 1995, READ WRIT, V7, P111, DOI 10.1007/BF01026950
  72. PREAL, 2009, OV IN REP CARD ED BR
  73. Rabbitt P. M. A., 1997, METHODOLOGY FRONTAL, P1
  74. Raven J. C., 1986, COLORED PROGR MATRIC
  75. Reiter A, 2005, DYSLEXIA, V11, P116, DOI 10.1002/dys.289
  76. Robbins TW, 1996, PHILOS T ROY SOC B, V351, P1463, DOI 10.1098/rstb.1996.0131
  77. Roberts RJ, 1996, DEV NEUROPSYCHOL, V12, P105
  78. Romani C, 2011, CORTEX, V47, P715, DOI 10.1016/j.cortex.2010.05.008
  79. Rose J., 2006, INDEPENDENT REV TEAC
  80. Rose SA, 2011, DEVELOPMENTAL SCI, V14, P1161, DOI 10.1111/j.1467-7687.2011.01068.x
  81. Rueda MR, 2004, NEUROPSYCHOLOGIA, V42, P1029, DOI 10.1016/j.neuropsychologia.2003.12.012
  82. Scerif G, 2004, DEVELOPMENTAL SCI, V7, P116, DOI 10.1111/j.1467-7687.2004.00327.x
  83. Senn TE, 2004, DEV NEUROPSYCHOL, V26, P445, DOI 10.1207/s15326942dn2601_5
  84. Sesma HW, 2009, CHILD NEUROPSYCHOL, V15, P232, DOI 10.1080/09297040802220029
  85. Shah P, 1996, J EXP PSYCHOL GEN, V125, P4, DOI 10.1037/0096-3445.125.1.4
  86. Sireteanu R, 2008, ANN NY ACAD SCI, V1145, P199, DOI 10.1196/annals.1416.021
  87. St Clair-Thompson H. L., 2006, Q J EXPT PSYCHOL, V59, P745, DOI [10.1080/17470210500162854, DOI 10.1080/17470210500162854]
  88. Steele A, 2012, CHILD DEV, V83, P2028, DOI 10.1111/j.1467-8624.2012.01809.x
  89. Swanson HL, 2001, J LEARN DISABIL-US, V34, P249, DOI 10.1177/002221940103400305
  90. Swanson H. L., 2003, HDB LEARNING DISABIL, P182
  91. Swanson HL, 2004, J EDUC PSYCHOL, V96, P3, DOI 10.1037/0022-0663.96.1.3
  92. SWANSON HL, 1995, INTELLIGENCE, V21, P83, DOI 10.1016/0160-2896(95)90040-3
  93. Swanson HL, 2004, J EDUC PSYCHOL, V96, P471, DOI 10.1037/0022-0663.96.3.471
  94. Swanson HL, 2011, J EDUC PSYCHOL, V103, P838, DOI 10.1037/a0024578
  95. UNESCO, 2012, GLOB ED DIG 2012 OPP
  96. Unsworth N, 2007, PSYCHOL BULL, V133, P1038, DOI 10.1037/0033-2909.133.6.1038
  97. van der Sluis S, 2007, INTELLIGENCE, V35, P427, DOI 10.1016/j.intell.2006.09.001
  98. Welsh JA, 2010, J EDUC PSYCHOL, V102, P43, DOI 10.1037/a0016738
  99. WHO, 2007, WHO CHILD GROWTH STA
  100. Wiebe SA, 2008, DEV PSYCHOL, V44, P575, DOI 10.1037/0012-1649.44.2.575
  101. Zelazo PD, 2006, NAT PROTOC, V1, P297, DOI 10.1038/nprot.2006.46
  102. Zelazo PD, 2012, CHILD DEV PERSPECT, V6, P354, DOI 10.1111/j.1750-8606.2012.00246.x
  103. Zelazo PD, 2008, HDB DEV COGNITIVE NE, P553

Coleções
Artigos e Materiais de Revistas Científicas - FM/MFT
Artigos e Materiais de Revistas Científicas - LIM/34