Las funciones ejecutivas y la lectura: Revisión sistemática de la literatura
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Las funciones ejecutivas son procesos cognitivos de alto nivel, responsables de la planeación, ejecución y evaluación que el sujeto hace de su propia conducta. Su estudio se justifica puesto que están involucradas en los procesos de aprendizaje y desarrollo infantil y son el núcleo mismo del comportamiento social y adaptativo del ser humano. Por consiguiente, identificar los factores que intervienen en su desarrollo se ha convertido en un objetivo esencial de las investigaciones que buscan desarrollar intervenciones eficaces, en el campo clínico y educativo, en niños y adolescentes. Este artículo revisa la literatura científica que relaciona las funciones ejecutivas y el desempeño académico con el aprendizaje de la lectura. Se revisan los artículos científicos sobre este tópico, publicados desde el 2010 hasta el 2015. De un total de 34 resultados de búsqueda, 6 publicaciones científicas fueron seleccionadas y analizadas según criterios predefinidos.
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Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.
Best, J. R., & Miller, P. H. (2010). A Developmental Perspective on Executive Function. Child Development, 81, 1641-1660.
Booth, I. N., Boyle, J. M. E. & Kelly, S. W. (2010). Do task make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta-analysis. British Journal of Developmental Psychology, 28, 133-176
Cartwright, K. B. (2012). Insights from Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education. Early Education & Development, 23(1), 24-36
Cartwright, K. B. (2015). Executive skills and reading comprehension: A guide for educators. New York, NY, US: Guilford Press.
Carlson, S.M., Davis, A., & Leach J.G. (2005). Less is More: Executive function and symbolic representation in preschool children. Psychological Science, 6, 609-616.
Conklin, H. M., Luciana, M., Hooper, C. J., & Yarger, R. S. (2007). Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development. Developmental Neuropsychology, 31(1), 103-128.
De Haan, M. (2014). Attention and executive control. In D. Mareschal, B. Butterworth, & A. Tolmie (Eds.), Educational Neuroscience (pp. 325-349). Hoboken, NJ: John Wiley & Sons.
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Diamond, A. (1990). Developmental time course in human infants and infant monkeys, and the neural bases of inhibitory control in reaching. Annals of the New York Academy of Sciences, 608, 637-676.
Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21(5), 780-793.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.
Dice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attention on kindergarten literacy. Reading and Writing, 25(9), 2205-2222.
Escobar, M. R., Zabala, M. E. Z., & Rozo, P. J. P. (2008). Perfil neuropsicológico de escolares con trastornos específicos del aprendizaje de instituciones educativas de Barranquilla, Colombia. Acta Neurológica Colombiana, 24(2), 63-73.
Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404-416.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60.
Goldstein S., Naglieri J. A., Princiotta D., & Otero, T. M. (2014). Introduction: a history of executive functioning as a theoretical and clinical construct. In S. Goldstein, J.A. Naglieri (eds.), Handbook of Executive Functioning (pp. 3-12). New York, NY: Springer.
Houdé, O., Rossi, S., Lubin, A., & Joliot, M. (2010). Mapping numerical processing, reading, and executive functions in the developing brain: An FMRI meta-analysis of 52 studies including 842 children. Develomental Science, 13(6), 876-885.
Jacob, R., & Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
Kudo M. F., Lussier C. M., & Swanson H. L. (2015). Reading disabilities in children: A selective meta-analysis of the cognitive literature. Research in Developmental Disabilities, 40, 51-62.
Luciana, M., Conklin, H.M., Hooper, C.J., & Yarger, R.S. (2005). The development of nonverbal working memory and executive control processes in adolescents. Child Development, 76(3), 697-712.
Meltzer, L. (2010). Promoting executive function in the classroom. New York and London: Guilford Press
Martin, V., Renaud, J., & Dagenais, P. (2013). Les normes de production des revues systématiques: Guide méthodologique. Francia: Institut national d’excellence en santé et en services sociaux (INESS).
McClelland, M., Cameron, C., Connor, C., McDonald, F., Carrie, L., Jewkes, A. & Morrison, F. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947-959.
Mayer, R.E. 2010. Applying the science of learning to medical education. Medical Education, 44, 543-549.
Miyake, A., Friedman, N., Emerson, M., Witzki, A., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100.
Olson, E., & Luciana, M. M. (2008). The development of prefrontal cortex functions in adolescence: theoretical models and a possible dissociation of dorsal versus ventral subregions. In C. A. Nelson, & M. M. Luciana (Eds.), The Handbook of Developmental Cognitive Neuroscience, (2nd ed.). MIT Press.
Tirapu-Ustárroz, J. & Muñoz-Céspedes, J. (2005). Memoria y funciones ejecutivas. Revista de Neurología, 41(8), 475-84.
Villalón, M., Förster, C., Cox, P., Rojas-Barahona, C., Valencia, E., & Volante, P. (2011). Resultados de la enseñanza de estrategias de lectura y escritura en la alfabetización temprana de niños con riesgo social. Estudios sobre Educación, 21, 159-179.
Yeniad, N., Malda, M., Mesman, J., van IJzendoorn, M. H., & Pieper, S. (2013). Shifting ability predicts math and reading performance in children: A meta-analytical study. Learning and Individual Differences, 23, 1-9.