Dificultades en lectura y funcionamiento ejecutivo en 1º de Educación PrimariaLa aportación del Childhood Executive Functioning Inventory

  1. Durán-Bouza, Montserrat
  2. Veleiro Vidal, Alberto
  3. Risso, Alicia
  4. Peralbo, Manuel
  5. García, M.
  6. Brenlla-Blanco, Juan-Carlos
Libro:
Psicología y educación: presente y futuro
  1. Castejón Costa, Juan Luis (coord.)

Editorial: [Madrid] : Asociación Científica de Psicología y Educación (ACIPE), 2016

ISBN: 978-84-608-8714-0

Ano de publicación: 2016

Páxinas: 197-206

Congreso: Congreso Internacional de Psicología y Educación (8. 2016. Alicante)

Tipo: Achega congreso

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Resumo

The aim of this study is to assess the usefulness of Childhood Executive Functioning Inventory – CHEXI originally designed to identify children with symptoms of risk associated to ADHD based on the reports of parents and tea hers, to predict the level of development of phonological awareness and reading comprehension in students in the first course of primary education. 63 children with a mean age of 6.27 years were evaluated through Chexi and LOLEVA (a computerized test designed to assess phonological awareness and early reading skills). The results showed that working memory is the best predictor of outcome in phonological awareness. However, in the case of reading, we must also take into account the role of inhibitory control. This work also highlights the predictive value of executive functions on phonological awareness and reading, and advances the possibility of early identification of children at risk for learning difficulties through a questionnaire for parents and teachers.

Fonte de datos: Dialnet