Funções executivas e compreensão de leitura em escolares do Ensino Fundamental I

Abstract

Reading is a complex process that demands a series of cognitive skills, such as identifying letters, recognizing words and assigning meaning. Understanding is the main purpose of reading, as it enhances the acquisition of other knowledge and skills. National and international studies have already shown a relationship between reading comprehension and executive functions. In this sense, the present study aims to analyze the relationship between these two variables. Two studies were carried out to understand these skills, and in Study I, an integrative review was carried out on national and international research, which relates executive functions and reading comprehension. In this, it was possible to verify a close relationship between executive functions and reading comprehension, with working memory being the function with a more significant relationship, especially when related to age and school year. In Study II, data from research carried out with 196 children of both sexes, aged between 6 and 10 years old, enrolled in public and private schools are described. In this study, a moderate correlation was found between executive functions and reading comprehension.