El papel de la memoria verbal en la comprensión lectora de niños escolares de 11 años
Abstract
RESUMEN
El objetivo del presente estudio fue examinar posibles relaciones entre la memoria de corto y largo plazo con el nivel de comprensión lectora en niños escolares de 11 años. Participaron 39 niños de 11 años (54% hombres y 46% mujeres) a quienes se les valoró con el Cuestionario de antecedentes neurológicos y psiquiátricos (Salvador & Galindo, 1996), la BaterÃa de Evaluación de los Procesos Lectores Revisada (PROLEC-R) versión mexicana de Salvador-Cruz, Cuetos y Aguillón (2016) y el Test de Aprendizaje Verbal España-Complutense Infantil (TAVECI) (Benedet, Alejandre y Pamos, 2017). Se encontró relación entre la capacidad de memoria verbal a largo plazo de los niños y su capacidad para comprender el material escrito. Asimismo, se coincide con estudios previos que señalan que, en esta edad los procesos de descodificación de la lectura se encuentran desarrollados, la comprensión del texto depende de la creación de una imagen mental global sobre el texto que necesariamente debe almacenarse a largo plazo (Casteel, 1993).
Palabras Clave: comprensión lectora, memoria verbal, neurodesarrollo, cognición infantil
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ABSTRACT
This study examined the relationship between short- and long-term memory and the reading comprehension level of 11-year-old school children. The participants were 39 11-years-old children (54% male and 46% female) assessed with The Questionnaire of Neurological and Psychiatric Records (Salvador & Galindo, 1996), the Mexican version of The Reading Processes Assessment Battery (PROLEC-R) (Salvador-Cruz, Cuetos & Aguillon-Solis, 2016) and the Spain-Complutense Children's Verbal Learning Test (TAVECI) (Benedet, Alejandre & Pamos, 2017). We found a relationship between children's long-term verbal memory span and their ability to comprehend written material. These findings agree with previous studies that point out that decoding processes are developed at this age, and reading comprehension depends on creating a global mental picture of the text that has to be kept in long-term memory storage (Casteel, 1993).
Keywords: reading comprehension, verbal memory, neurodevelopment, child cognition.
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RESUMO
O objetivo do presente estudo foi examinar possÃveis relações entre a memória de curto e longo prazo com o nÃvel de compreensão em leitura em crianças escolares de 11 anos Participaram 39 crianças de 11 anos (54% meninos e 46% meninas) que foram avaliados pelo Questionário de Antecedentes Neurológicos e Psiquiátricos (Salvador & Galindo, 1996), a Bateria de Avaliação dos Processos de Leitura para Crianças (PROLEC-R), versão mexicana de Salvador-Cruz, Cuetos e Aguillón (2016) e o Teste de Aprendizagem Verbal Espanha-Complutense Infantil (TAVECI) (Benedet, Alejandre y Pamos, 2017). Foi encontrada uma relação entre a capacidade de memória verbal a longo prazo das crianças e sua capacidade para compreender o material escrito. Além disso, coincide com estudos prévios que demonstram que, nesta idade os processos de descodificação da leitura se encontram desenvolvidos, a compreensão do texto depende da criação de uma imagem mental global sobre o texto que necessariamente deve armazenar-se a longo prazo (Casteel, 1993).
Palavras-chave: compreensão em leitura; memória verbal; neurodesenvolvimento; cognição infantil.
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