A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

被引：1

作者：

Reina-Reina, Claudia ^{[1
]}

Anton, Eneko ^{[1
,2
]}

Dunabeitia, Jon Andoni ^{[1
,3
]}

机构：

[1] Univ Nebrija, Ctr Invest Nebrija Cogn CINC, Madrid 28043, Spain

[2] Mondragon Univ, Fac Humanities & Educ Sci, Arrasate Mondragon 20500, Spain

[3] UiT Arctic Univ Norway, Dept Languages & Culture, N-9019 Tromso, Norway

来源：

EDUCATION SCIENCES | 2024年 / 14卷 / 03期

关键词：

executive functions; reading skills; cognitive training; working memory; inhibitory control; TYPICALLY DEVELOPING-CHILDREN; WORKING-MEMORY; EXECUTIVE FUNCTIONS; FAR TRANSFER; FUNCTIONAL CONNECTIVITY; INDIVIDUAL-DIFFERENCES; SOCIOECONOMIC-STATUS; TRAINING-PROGRAM; DEVELOPMENTAL DYSLEXIA; ACADEMIC-PERFORMANCE;

D O I：

10.3390/educsci14030229

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The scientific evidence regarding the possibility of transferring benefits derived from cognitive training focused on working memory and inhibitory control to reading skills in children aged 6 to 12 is inconclusive. This study carries out a systematic review of recent published studies on this topic with the aim of analysing the specific role of various cognitive stimulation programs in the growth of executive functions and reading performance in children from ages 6 to 12. Here, we present the main results reported in the most recent literature, where the impact of intervention programs on working memory and inhibitory control in children with typical development are analysed. Even though the effectiveness of executive function training programs in terms of close transfer is conspicuous, there is still a lack of convergence in recently published articles, especially regarding the effects of far transfer in reading comprehension after cognitive stimulation programs are applied.

引用

页数：26

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