Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular

Autores:: Mateus Moreno, Angelica
Lara Díaz, María Fernanda
Beltrán Rojas, Judy Costanza

Tipo de recurso:: Article of journal

Fecha de publicación:: 2020

Institución:: Corporación Universitaria Iberoamericana

Repositorio:: Repositorio Ibero

Idioma:: spa

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dc.title.spa.fl_str_mv	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
dc.title.translated.eng.fl_str_mv	Executive functioning and reading performance in children with and without reading difficulties: An eye follow-up study
title	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
spellingShingle	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular Reading disabilities Language Executive function Eye movements Dificultades de lectura Lenguaje Función ejecutiva Movimientos oculares Dificuldades de leitura Linguagem Função executiva Movimentos oculares
title_short	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_full	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_fullStr	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_full_unstemmed	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
title_sort	Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular
dc.creator.fl_str_mv	Mateus Moreno, Angelica Lara Díaz, María Fernanda Beltrán Rojas, Judy Costanza
dc.contributor.author.spa.fl_str_mv	Mateus Moreno, Angelica Lara Díaz, María Fernanda Beltrán Rojas, Judy Costanza
dc.subject.eng.fl_str_mv	Reading disabilities Language Executive function Eye movements
topic	Reading disabilities Language Executive function Eye movements Dificultades de lectura Lenguaje Función ejecutiva Movimientos oculares Dificuldades de leitura Linguagem Função executiva Movimentos oculares
dc.subject.spa.fl_str_mv	Dificultades de lectura Lenguaje Función ejecutiva Movimientos oculares Dificuldades de leitura Linguagem Função executiva Movimentos oculares
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2020-02-20 19:05:20 2022-06-14T21:01:58Z
dc.date.available.none.fl_str_mv	2020-02-20 19:05:20 2022-06-14T21:01:58Z
dc.date.issued.none.fl_str_mv	2020-02-20
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.citationedition.spa.fl_str_mv	Núm. 2 , Año 2019 : Neuropsicología y Neurociencia: Investigaciones en torno a las bases biológicas del comportamiento
dc.relation.citationendpage.none.fl_str_mv	12
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dc.relation.citationvolume.spa.fl_str_mv	12
dc.relation.ispartofjournal.spa.fl_str_mv	Revista Iberoamericana de Psicología
dc.relation.references.spa.fl_str_mv	Alloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606-62. doi:10.1111/j.1467-8624.2009.01282.x Baddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4 Barroso, J., & Ortiz, I. (2007). Dificultades de aprendizaje e intervención psicopedagógica en la resolución de problemas matemáticos. Revista de educación(342), 257-286. Bishop, D. V., Nation, K., & Patterson, K. (2014). When words fail us: insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0403 Blair, C., & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.x Bull, R., Espy, K., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228. doi:10.1080/87565640801982312 Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801 826. doi:10.1007/s10648-017-9422-6 Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. doi:10.1348/000709905X67610 Catts, H., Adolf, S., & Ellis, S. (2006). Language deficits in poor comprehenders: a case of for the simple view. J Speech Lang. Hear, 49(2), 278 293. doi:10.1044/1092-4388(2006/023 Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 01-20. doi:https://doi.org/10.4102/sajce.v5i1.347 Cohen, G., Bronson, M., & Casey, M. (1995). Planning as a factor in school achievement. J. Appl. Dev. Psychol, 16(3), 405 428. doi:10.1016/0193-3973(95)90027-6 Cortiella, C., & Horowitz, S. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities. Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68. doi:10.1016/j.tine.2013.12.001 Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de evaluación de los procesos lectores. Madrid: TEA. Cuevas, K., & Bell, M. (2014). Infant Attention and Early Childhood Executive Function. Child Development, 2, 397 404. doi:10.1111/cdev.12126 Cuevas, K., Hubble, M., & Bell, M. (2012). Early childhood predictors of post-kindergarten executive function: Behavior, parent report, and psychophysiology. Early Education y Development, 23(1), 59 73. doi:10.1080/10409289.2011.611441 Cutting, L., Materek, A., Cole, C., Levine, T., & Mahone, E. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34 54. doi:10.1007/s11881-009-0022-0 Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135 168. doi:10.1146/annurev-psych-113011-143750 Eklund, K., Torppa, M., Aro, M., Leppänen, P., & Lyytinen, H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126 140. doi:10.1037/a0037121 Engel de Abreu, P., Abreu, N., Nikaedo, C., Puglisi, M., Tourinho, C., Miranda, M., & Martin, R. (2014). Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers". Frontiers in Psychology, 5, 550. doi:10.3389/fpsyg.2014.00550 etal., L. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. doi:doi.org/10.1016/j.edurev.2013.10.001 Flores, J., Ostrosky, F., & Lozano, A. (2014). Batería Neuropsicológica de Funciones ejecutivas y Lóbulos Frontales. Segunda edición. México: El Manual Moderno S.A. Friedman, N., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133(1), 101-135. doi:10.1037/0096-3445.133.1.101 Gathercole, S., & Alloway, T. (2008). Working memory and learning: A practical guide. Thousand Oaks, CA: Sage. Gathercole, S., Brown, L., & Pickering, S. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122. Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(3), 237 246. doi:10.1111/jcpp.12139 Gooch, D., Thompson, P., Nash, H., Snowling, M., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 57(2), 180-187. doi:10.1111/jcpp.12458 Hamilton, A., & Martin, R. (2007). Proactive interference in a semantic short-term memory deficit: Role of semantic and phonological relatedness. Cortex, 43(1), 112-123. doi:10.1016/S0010-9452(08)70449-0 Hulme, C., & Snowling, M. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0395 Jacob, R., & Karn, K. (2003). Eye tracking in human-computer interaction and usability research: Ready to deliver the promises. Mind, 2(3), 573-605. doi:10.1016/B978-044451020-4/50031-1 Karatekin, C. (2007). Eye tracking studies of normative and atypical development. Developmental review, 27(3), 283-348. doi:10.1016/j.dr.2007.06.006 Kaufman, A., & Kaufman, N. (1997). Test Breve de Inteligencia de KAUFMAN – KBIT. Madrid: Pearson. Kirschner, P. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1), 1-10. doi:10.1016/S0959-4752(01)00014-7 Korzeniowski, C. (2011). Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, 7(13), 7-26. Retrieved from http://bibliotecadigital.uca.edu.ar/repositorio/revistas/desarrollo-evolutivo-funcionamiento-ejecutivo L, L., S, W., C, M., D, F., J, T., & R, K. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428. doi:10.1044/1092-4388(2007/029) Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive Dysfunction Among Children With Reading Comprehension Deficits. Journal of Learning Disabilities, 43(5), 441 454. doi:10.1177/0022219409355476 Mazzocco, M., & Tover, S. (2007). A longitudinal assessment of executive function skill and their association with math performance. Child Neuropsychology, 13(1), 18 45. doi:10.1080/09297040600611346 McArthur, G., Hogben, J., Edwards, V., & Heath SM, M. (2000). On the “specifics” of specific reading disability and specific language impairment. J Child Psychol Psychiatry , 41(7), 869 874. doi:10.1111/1469-7610.00674 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., 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(1), 49 100. doi:10.1006/cogp.1999.0734 Parrila, R., Aunola, K., Leskinen, E., Nurmi, J. E., & Kirby, J. R. ( 2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97(3), 299 319. doi:10.1037/0022-0663.97.3.299 Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading. New York: Psychology Press. Restrepo, I., & Medina, J. (2006). Desórdenes del procesamiento auditivo. Iatreia, 19(4), 368 376. Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals. Spanish Edition. Texas: Pearson. St Clair-Thompson, H., & Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The quarterly journal of experimental psychology, 59(4), 745 759. doi:https://doi.org/10.1080/17470210500162854 Toll, S., Van der Ven, S., Kroesbergen, E., & Van Luit, J. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, 44(6), 521-532. doi:https://doi.org/10.1177/0022219410387302 Yeh, Y., Tsai, J., Hsu, W., & Lin, C. (2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13, 153 167. doi:10.1016/j.tsc.2014.04.003 Ygual, A., & Cervera, J. (2001). Valoración del riesgo de dificultades de aprendizaje de la lectura en niños con trastornos del lenguaje. Revista de Neurología Clínica, 2(1), 95-106.
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spelling	Mateus Moreno, Angelicaaa4eef662004c7ec9e5588efc324844f500Lara Díaz, María Fernandae01cf3834626efcc6042ea296ec7bad3500Beltrán Rojas, Judy Costanza08f0885950fb5dc90172ee1717fd7a325002020-02-20 19:05:202022-06-14T21:01:58Z2020-02-20 19:05:202022-06-14T21:01:58Z2020-02-20application/pdf10.33881/2027-1786.rip.122012500-65172027-1786https://repositorio.ibero.edu.co/handle/001/3855https://doi.org/10.33881/2027-1786.rip.12201spaĬbērAMhttps://reviberopsicologia.ibero.edu.co/article/download/rip.12201/1501Núm. 2 , Año 2019 : Neuropsicología y Neurociencia: Investigaciones en torno a las bases biológicas del comportamiento122112Revista Iberoamericana de PsicologíaAlloway, T., Gathercole, S., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606-62. doi:10.1111/j.1467-8624.2009.01282.xBaddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208. doi:10.1016/S0021-9924(03)00019-4Barroso, J., & Ortiz, I. (2007). Dificultades de aprendizaje e intervención psicopedagógica en la resolución de problemas matemáticos. Revista de educación(342), 257-286.Bishop, D. V., Nation, K., & Patterson, K. (2014). When words fail us: insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0403Blair, C., & Razza, R. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.xBull, R., Espy, K., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228. doi:10.1080/87565640801982312Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801 826. doi:10.1007/s10648-017-9422-6Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. doi:10.1348/000709905X67610Catts, H., Adolf, S., & Ellis, S. (2006). Language deficits in poor comprehenders: a case of for the simple view. J Speech Lang. Hear, 49(2), 278 293. doi:10.1044/1092-4388(2006/023Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 01-20. doi:https://doi.org/10.4102/sajce.v5i1.347Cohen, G., Bronson, M., & Casey, M. (1995). Planning as a factor in school achievement. J. Appl. Dev. Psychol, 16(3), 405 428. doi:10.1016/0193-3973(95)90027-6Cortiella, C., & Horowitz, S. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities.Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in neuroscience and education, 3(2), 63-68. doi:10.1016/j.tine.2013.12.001Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de evaluación de los procesos lectores. Madrid: TEA.Cuevas, K., & Bell, M. (2014). Infant Attention and Early Childhood Executive Function. Child Development, 2, 397 404. doi:10.1111/cdev.12126Cuevas, K., Hubble, M., & Bell, M. (2012). Early childhood predictors of post-kindergarten executive function: Behavior, parent report, and psychophysiology. Early Education y Development, 23(1), 59 73. doi:10.1080/10409289.2011.611441Cutting, L., Materek, A., Cole, C., Levine, T., & Mahone, E. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34 54. doi:10.1007/s11881-009-0022-0Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135 168. doi:10.1146/annurev-psych-113011-143750Eklund, K., Torppa, M., Aro, M., Leppänen, P., & Lyytinen, H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126 140. doi:10.1037/a0037121Engel de Abreu, P., Abreu, N., Nikaedo, C., Puglisi, M., Tourinho, C., Miranda, M., & Martin, R. (2014). Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers". Frontiers in Psychology, 5, 550. doi:10.3389/fpsyg.2014.00550etal., L. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. doi:doi.org/10.1016/j.edurev.2013.10.001Flores, J., Ostrosky, F., & Lozano, A. (2014). Batería Neuropsicológica de Funciones ejecutivas y Lóbulos Frontales. Segunda edición. México: El Manual Moderno S.A.Friedman, N., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133(1), 101-135. doi:10.1037/0096-3445.133.1.101Gathercole, S., & Alloway, T. (2008). Working memory and learning: A practical guide. Thousand Oaks, CA: Sage.Gathercole, S., Brown, L., & Pickering, S. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(3), 237 246. doi:10.1111/jcpp.12139Gooch, D., Thompson, P., Nash, H., Snowling, M., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 57(2), 180-187. doi:10.1111/jcpp.12458Hamilton, A., & Martin, R. (2007). Proactive interference in a semantic short-term memory deficit: Role of semantic and phonological relatedness. Cortex, 43(1), 112-123. doi:10.1016/S0010-9452(08)70449-0Hulme, C., & Snowling, M. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634). doi:10.1098/rstb.2012.0395Jacob, R., & Karn, K. (2003). Eye tracking in human-computer interaction and usability research: Ready to deliver the promises. Mind, 2(3), 573-605. doi:10.1016/B978-044451020-4/50031-1Karatekin, C. (2007). Eye tracking studies of normative and atypical development. Developmental review, 27(3), 283-348. doi:10.1016/j.dr.2007.06.006Kaufman, A., & Kaufman, N. (1997). Test Breve de Inteligencia de KAUFMAN – KBIT. Madrid: Pearson.Kirschner, P. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1), 1-10. doi:10.1016/S0959-4752(01)00014-7Korzeniowski, C. (2011). Desarrollo evolutivo del funcionamiento ejecutivo y su relación con el aprendizaje escolar. Revista de Psicología, 7(13), 7-26. Retrieved from http://bibliotecadigital.uca.edu.ar/repositorio/revistas/desarrollo-evolutivo-funcionamiento-ejecutivoL, L., S, W., C, M., D, F., J, T., & R, K. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428. doi:10.1044/1092-4388(2007/029)Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive Dysfunction Among Children With Reading Comprehension Deficits. Journal of Learning Disabilities, 43(5), 441 454. doi:10.1177/0022219409355476Mazzocco, M., & Tover, S. (2007). A longitudinal assessment of executive function skill and their association with math performance. Child Neuropsychology, 13(1), 18 45. doi:10.1080/09297040600611346McArthur, G., Hogben, J., Edwards, V., & Heath SM, M. (2000). On the “specifics” of specific reading disability and specific language impairment. J Child Psychol Psychiatry , 41(7), 869 874. doi:10.1111/1469-7610.00674Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., 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(1), 49 100. doi:10.1006/cogp.1999.0734Parrila, R., Aunola, K., Leskinen, E., Nurmi, J. E., & Kirby, J. R. ( 2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97(3), 299 319. doi:10.1037/0022-0663.97.3.299Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading. New York: Psychology Press.Restrepo, I., & Medina, J. (2006). Desórdenes del procesamiento auditivo. Iatreia, 19(4), 368 376.Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals. Spanish Edition. Texas: Pearson.St Clair-Thompson, H., & Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The quarterly journal of experimental psychology, 59(4), 745 759. doi:https://doi.org/10.1080/17470210500162854Toll, S., Van der Ven, S., Kroesbergen, E., & Van Luit, J. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, 44(6), 521-532. doi:https://doi.org/10.1177/0022219410387302Yeh, Y., Tsai, J., Hsu, W., & Lin, C. (2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13, 153 167. doi:10.1016/j.tsc.2014.04.003Ygual, A., & Cervera, J. (2001). Valoración del riesgo de dificultades de aprendizaje de la lectura en niños con trastornos del lenguaje. Revista de Neurología Clínica, 2(1), 95-106.Corporación Universitaria Iberoamericana - 2019info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://reviberopsicologia.ibero.edu.co/article/view/rip.12201Reading disabilitiesLanguageExecutive functionEye movementsDificultades de lecturaLenguajeFunción ejecutivaMovimientos ocularesDificuldades de leituraLinguagemFunção executivaMovimentos ocularesFuncionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocularExecutive functioning and reading performance in children with and without reading difficulties: An eye follow-up studyArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleArtículo de revistaJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2697https://repositorio.ibero.edu.co/bitstreams/d1a1fe57-bffd-4955-a367-71aa35611909/download1750dc0e97b00a60bdd473507171df7bMD51001/3855oai:repositorio.ibero.edu.co:001/38552023-04-07 15:23:03.545https://creativecommons.org/licenses/by-nc-sa/4.0/Corporación Universitaria Iberoamericana - 2019https://repositorio.ibero.edu.coRepositorio Institucional - IBERO.bdigital@metabiblioteca.com

Funcionamiento ejecutivo y desempeño lector en niños con y sin dificultades de lectura: Un estudio de seguimiento ocular

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