Cognitive predictors of reading comprehension in children from diverse socio-educational contexts

Autores
Ruiz Díaz, Juan Ignacio; Meo, Marcos; Rodríguez, Karina Viviana; Tabullo, Ángel Javier; Gasaneo, Gustavo
Año de publicación
2025
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Ruiz Díaz, Juan Ignacio. Universidad Nacional del Sur; Argentina
Fil: Meo, Marcos. Universidad Nacional del Sur; Argentina
Fil: Meo, Marcos. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Meo, Marcos. Centro Integral de Neurociencias Aplicadas; Argentina
Fil: Rodríguez, Karina Viviana. Universidad Nacional del Sur; Argentina
Fil: Rodríguez, Karina Viviana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Rodríguez, Karina Viviana. Centro Integral de Neurociencias Aplicadas; Argentina
Fil: Tabullo, Ángel Javier. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Tabullo, Ángel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Tabullo, Ángel Javier. Pontificia Universidad Católica Argentina; Argentina
Fil: Gasaneo, Gustavo. Universidad Nacional del Sur; Argentina
Fil: Gasaneo, Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Gasaneo, Gustavo. Centro Integral de Neurociencias Aplicadas; Argentina
Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.
Fuente
European Journal of Education and Psychology. 18(2), 2025
Materia
DESIGUALDAD ECONOMICA
COMPRENSION LECTORA
FUNCIONES EJECUTIVAS
DESARROLLO COGNITIVO
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/21926
Acceder
id RIUCA_df75da09942530b9ff325f2afcd21b13
oai_identifier_str oai:ucacris:123456789/21926
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Cognitive predictors of reading comprehension in children from diverse socio-educational contextsPredictores cognitivos de la comprensión de textos en niños de diversos contextos socio-educacionalesRuiz Díaz, Juan IgnacioMeo, MarcosRodríguez, Karina VivianaTabullo, Ángel JavierGasaneo, GustavoDESIGUALDAD ECONOMICACOMPRENSION LECTORAFUNCIONES EJECUTIVASDESARROLLO COGNITIVOFil: Ruiz Díaz, Juan Ignacio. Universidad Nacional del Sur; ArgentinaFil: Meo, Marcos. Universidad Nacional del Sur; ArgentinaFil: Meo, Marcos. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Meo, Marcos. Centro Integral de Neurociencias Aplicadas; ArgentinaFil: Rodríguez, Karina Viviana. Universidad Nacional del Sur; ArgentinaFil: Rodríguez, Karina Viviana. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Rodríguez, Karina Viviana. Centro Integral de Neurociencias Aplicadas; ArgentinaFil: Tabullo, Ángel Javier. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaFil: Tabullo, Ángel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Tabullo, Ángel Javier. Pontificia Universidad Católica Argentina; ArgentinaFil: Gasaneo, Gustavo. Universidad Nacional del Sur; ArgentinaFil: Gasaneo, Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gasaneo, Gustavo. Centro Integral de Neurociencias Aplicadas; ArgentinaSocioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.Universidad Autónoma de Chile2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/219261989-2209https://doi.org/10.32457/ejep.v18i2.3283European Journal of Education and Psychology. 18(2), 2025reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica Argentinaenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2026-09-28T11:10:43Zoai:ucacris:123456789/21926instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852026-09-28 11:10:44.195Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
Predictores cognitivos de la comprensión de textos en niños de diversos contextos socio-educacionales
title Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
spellingShingle Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
Ruiz Díaz, Juan Ignacio
DESIGUALDAD ECONOMICA
COMPRENSION LECTORA
FUNCIONES EJECUTIVAS
DESARROLLO COGNITIVO
title_short Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
title_full Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
title_fullStr Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
title_full_unstemmed Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
title_sort Cognitive predictors of reading comprehension in children from diverse socio-educational contexts
dc.creator.none.fl_str_mv Ruiz Díaz, Juan Ignacio
Meo, Marcos
Rodríguez, Karina Viviana
Tabullo, Ángel Javier
Gasaneo, Gustavo
author Ruiz Díaz, Juan Ignacio
author_facet Ruiz Díaz, Juan Ignacio
Meo, Marcos
Rodríguez, Karina Viviana
Tabullo, Ángel Javier
Gasaneo, Gustavo
author_role author
author2 Meo, Marcos
Rodríguez, Karina Viviana
Tabullo, Ángel Javier
Gasaneo, Gustavo
author2_role author
author
author
author
dc.subject.none.fl_str_mv DESIGUALDAD ECONOMICA
COMPRENSION LECTORA
FUNCIONES EJECUTIVAS
DESARROLLO COGNITIVO
topic DESIGUALDAD ECONOMICA
COMPRENSION LECTORA
FUNCIONES EJECUTIVAS
DESARROLLO COGNITIVO
dc.description.none.fl_txt_mv Fil: Ruiz Díaz, Juan Ignacio. Universidad Nacional del Sur; Argentina
Fil: Meo, Marcos. Universidad Nacional del Sur; Argentina
Fil: Meo, Marcos. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Meo, Marcos. Centro Integral de Neurociencias Aplicadas; Argentina
Fil: Rodríguez, Karina Viviana. Universidad Nacional del Sur; Argentina
Fil: Rodríguez, Karina Viviana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Rodríguez, Karina Viviana. Centro Integral de Neurociencias Aplicadas; Argentina
Fil: Tabullo, Ángel Javier. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Tabullo, Ángel Javier. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Tabullo, Ángel Javier. Pontificia Universidad Católica Argentina; Argentina
Fil: Gasaneo, Gustavo. Universidad Nacional del Sur; Argentina
Fil: Gasaneo, Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Gasaneo, Gustavo. Centro Integral de Neurociencias Aplicadas; Argentina
Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.
description Fil: Ruiz Díaz, Juan Ignacio. Universidad Nacional del Sur; Argentina
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/21926
1989-2209
https://doi.org/10.32457/ejep.v18i2.3283
url https://repositorio.uca.edu.ar/handle/123456789/21926
https://doi.org/10.32457/ejep.v18i2.3283
identifier_str_mv 1989-2209
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Chile
publisher.none.fl_str_mv Universidad Autónoma de Chile
dc.source.none.fl_str_mv European Journal of Education and Psychology. 18(2), 2025
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.265058

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