Executive functioning and reading performance in children with and without reading difficulties: An eye follow-up study
Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
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Executive Functions include skills such as working memory, inhibitory control, planning, and cognitive flexibility, which are fundamental to the development of complex cognitive tasks such as learning. Children with reading difficulties tend to have a lower level of performance in executive functions and linguistic tasks. Objective: To characterize the performance in executive functions and its relation with the level of language and reading in children from 8 to 12 years old with reading difficulties and its controls by age and gender in relation to the patterns of visual tracking. Methods: Participants: 9 children with Reading difficulties and 9 controls. Procedure: Language level, executive functions and reading were evaluated using the Eye Tracker Tobii Tx300. Heat maps, glaze plot and areas of interest were analyzed. Results and Conclusions: Children with reading difficulties present a lower level of executive function tasks especially in inhibitory control and planning, being these directly associated with language level and reading performance. Similarly, visual metrics from the use of Eye Tracker allows corroborate these failures in real time processing in front of tasks that involve high cognitive demands
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