Attentional processes as cognitive predictors of reading comprehension Procesos atencionales como predictores cognitivos de la comprensión lectora

Abstract

Environmental stimuli and side effects that occur in the first years of life are fundamental for learning and the development of reading skills. In this sense, a large part of the Colombian child population does not reach the level of readership expected for age, probably to the different contextual contexts that diminish their basic cognitive capacity. This study seeks to understand if attentional processes can be performed as cognitive predictors of reading comprehension of children in a school in the city of Bogotá. A non-experimental design of a randomized group was implemented, which was implemented for 30 children. The neuropsychological evaluation was carried out through the following instruments: Sub tests Intelligence Scale for Children IV-WISC-IV- (Titles in direct order, Titles in reverse numbers, Letters and numbers, Animals, Search of symbols), Trail test (Part B) and Sub tests Infant Neuropsychological Evaluation -ENI- (precision and understanding of sentences). A correlational analysis of the scores obtained was carried out, using the Pearson correlation coefficient, which corresponds to determine the split division process, both visual and verbal, has a significant correlation (r = 0.61 and r = 0.40) with the process of comprehension Reading of the boys and girls evaluated.