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Canet-Juric, L., Urquijo, S., Marta Richard`s, M., & Burin, D. (2009). Cognitive predictors of reading comprehension levels using discriminant analysis. International Journal of Psychological Research, 2(2), 99–111. https://doi.org/10.21500/20112084.865
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
Reading comprehension is a complex skill, which involves different cognitive processes such as monitoring, working memory, interference suppression and resolution inferences. The aim of this work is to evaluate the discriminative ability of these processes, to differentiate levels of reading comprehension, in children between 8 and 9 years of age (N = 89) of public, and private, schools, in the city of Mar del Plata, Argentina. For this, specific tests were administered to each of these processes. The results distinguished two discriminant functions; the first one was the only that distinguished between individuals with good or bad comprehension abilities. A good level of reading comprehension implied to be efficient in the use of language skills (monitoring, inference, vocabulary), and, also, having abilities of processing (working memory). In contrast, the failure in general processing skills, such as phonological working memory or deficit in the ability to relate concepts (vocabulary), appeared to be characteristic of individuals with bad comprehension skills.
References
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Adams, N.C., & Jarrold, C. (2009) Inhibition and the Validity of the Stroop Task for Children with Autism. Journal of Autism & Developmental Disorders, 39(8), 1112-1121.
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Baker, L., & Brown, A.I. (1984). Metacognitive skills and reading. En P.D. Pearson (Ed.) Handbook of Reading Research, Vol. 1 (pp. 353-394). New York, USA: Plenum Press.
Adams, N.C., & Jarrold, C. (2009) Inhibition and the Validity of the Stroop Task for Children with Autism. Journal of Autism & Developmental Disorders, 39(8), 1112-1121.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). Newark, DE, USA: International Reading Association.
Baker, L., & Brown, A.I. (1984). Metacognitive skills and reading. En P.D. Pearson (Ed.) Handbook of Reading Research, Vol. 1 (pp. 353-394). New York, USA: Plenum Press.
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