Palabras clave
Comprensión lectora
Funciones ejecutivas
Resolución de problemas cuantitativos
Cómo citar
Resumen
Este estudio investigó el impacto de un programa de lectura con eficacia demostrada para mejorar las habilidades de comprensión lectora (CL) y funciones ejecutivas (FE) en la resolución de problemas cuantitativos (RP). Los alumnos de 5º grado de primaria de dos colegios públicos se distribuyeron en dos clases de control (CG; n=35) y dos experimentales (EG; n=29). El profesor de la clase experimental recibió formación para aplicar el programa, consistente en una selección de textos narrativos y actividades dirigidas al desarrollo de la CL y las FE. Se realizaron evaluaciones de rendimiento en problemas de razonamiento cuantitativo antes y después de la intervención. En comparación con el GC, los participantes del GE obtuvieron puntuaciones más altas en los problemas de razonamiento cuantitativo, en general, y particularmente en los problemas de razonamiento multiplicativo, con tamaños de efecto moderados (d de Cohen = 0.69 y d=0.52, respectivamente). Los análisis exploratorios de la fuerza de asociación entre RP y CL y RP y FE mostraron correlaciones de moderadas a fuertes entre las medidas de RP y varias medidas de CL, además de correlaciones entre el razonamiento aditivo y la atención auditiva y la memoria de trabajo (componente fonológico y ejecutivo central). Como implicación educativa, destaca la relevancia de trabajar la comprensión lectora también en la educación matemática, ya que la habilidad de RP se ve favorecida a través de la intervención dirigida a CL y FE.
Citas
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