Valentín Iglesias-Sarmiento

Cognitive Processing and Mathematical Achievement A Study With Schoolchildren Between Fourth and Sixth Grade of Primary Education

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneous processing as a cognitive predictor of mathematical performance, although phonological loop was also associated with higher achievement. Simultaneous and successive processing were the elements that differentiated the MLD group from the LA group. These results show that, of all the variables analyzed in this study, simultaneous processing was the best predictor of mathematical performance.

Arithmetical Difficulties and Low Arithmetic Achievement: Analysis of the Underlying Cognitive Functioning.

This study analyzed the cognitive functioning underlying arithmetical difficulties and explored the predictors of arithmetic achievement in the last three grades of Spanish Primary Education. For this purpose, a group of 165 students was selected and divided into three groups of arithmetic competence: Mathematical Learning Disability group (MLD, n = 27), Low Achieving group (LA, n = 39), and Typical Achieving group (TA, n = 99). Students were assessed in domain-general abilities (working memory and PASS cognitive processes), and numerical competence (counting and number processing) during the last two months of the academic year. Performance of children from the MLD group was significantly poorer than that of the LA group in writing dictated Arabic numbers (d = -0.88), reading written verbal numbers (d = -0.84), transcoding written verbal numbers to Arabic numbers (-0.75) and comprehension of place value (d = -0.69), as well as in simultaneous (d = -0.62) and successive (d = -0.59) coding. In addition, a specific developmental sequence was observed in both groups, the implications of which are discussed. Hierarchical regression analysis revealed simultaneous coding (β = .47, t(155) = 6.18, p < .001) and number processing (β = .23, t(155) = 3.07, p < .01) as specific predictors of arithmetical performance.

Prevención e intervención de las dificultades de aprendizaje en lectura

Los programas de ensenanza estrategica y mediada de la lectura basados en procesos cognitivos permiten el dominio eficaz de esta habilidad especifica, asi como la mejora de los procesos cognitivos. Estudiantes de 2o, 5o y 6o curso de la etapa de Educacion Primaria, con y sin riesgo de dificultad lectora, participaron en la implementacion de este tipo de programas. A los estudiantes de 2o curso, en riesgo de dificultad lectora, se les aplico un programa de refuerzo en habilidades lectoras con una metodologia disenada para que el aprendizaje de la lectura tuviese lugar de manera espontanea a traves de la interiorizacion de principios y estrategias. Los estudiantes de 5o y 6o curso, sin riesgo de dificultad lectora, participaron de un programa de comprension lectora basado en la instruccion estrategica y metacognitiva de dicha habilidad. En 2o curso los resultados indicaron una mejora significativa del proceso cognitivo sucesivo, asociado al dominio de la conciencia fonologica. En 5o y 6o se obtuvieron mejoras significativas en compresion lectora y en el proceso cognitivo de planificacion, vinculado al uso de estrategias y a la supervision y regulacion del aprendizaje. Para los estudiantes de 2o curso, el uso de este tipo de programas de intervencion constituye la mejor prevencion de la dificultad de aprendizaje como evidencia en la mejora significativa de sus puntuaciones en procesamiento sucesivo. Los resultados obtenidos en 5o y 6o amplian el conocimiento existente sobre la eficacia de los programas de instruccion en comprension lectora al incluir, en el contexto de aprendizaje, el apoyo mediante preguntas para hacer conscientes a los estudiantes de las estrategias cognitivas mas eficientes para el desarrollo de la competencia lectora.