Memoria operativa implicada en la comprensión lectora en escolares de quinto de educación general básica de la Unidad Educativa Bilingüe Interamericana en el período lectivo 2019-2020

Abstract

Reading and comprehension play a fundamental role in the learning process of people during their academic life. For people to understand a reading text, it is necessary for them to coordinate and involve cognitive functions such as attention and working memory. Several studies have shown that working memory plays a fundamental role in reading comprehension. The main objective of this non-experimental, quantitative, correlational scope design with a non-probabilistic sample for convenience study was to relate working memory and reading comprehension. Seventy-six fifth graders between 8 to 10-year-old participated in this study. Prolec-r subtests of text comprehension, sentences, and oral comprehension were applied. Results show that there is a positive correlation between comprehension capacity and working memory capacity. The higher the level of working memory, the greater the reading comprehension, and the lower the level of working memory, the lesser the reading comprehension. It is recommended to work with larger samples in other school levels and consider other variables such as the learning environment in new studies.