Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as "poor readers".

ABSTRACT: This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that w

SUBMITTER: Engel de Abreu PM 

PROVIDER: S-EPMC4050967 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature