Cognitive processes and literacy level in third-grade students of a public school in Asunción, Paraguay
DOI:
https://doi.org/10.5281/zenodo.21906379Keywords:
literacy, cognition, attention, memory, reading comprehensionAbstract
Introduction: Literacy is a foundational skill whose difficulties hinder school progress; cognitive processes such as memory, attention and intelligence quotient have been proposed to influence its development, although empirical evidence on this association in Latin American school populations is limited.
Objective: To explore the association between intelligence quotient, visual memory and sustained attention with literacy level (oral reading, writing and reading comprehension) in third-grade students.
Materials and methods: Descriptive-correlational, cross-sectional, mixed-methods study with a non-probability sample of 35 students (22 girls, 13 boys) in third grade at a public school in Asunción, aged 8 years to 8 years 11 months. The Bender Visual-Motor Gestalt Test (IQ estimated from maturational age), Rey Complex Figure Test (visual memory) and CARAS-R Perception of Differences Test (attention and impulsivity) were administered, together with pedagogical tests of oral reading, reading comprehension and writing. Associations were evaluated with Spearman's correlation coefficient.
Results: No significant correlation was found between intelligence quotient and reading comprehension (rho = 0.043; p = 0.807), nor between attention and reading assessment (rho = 0.038; p = 0.829). Visual memory showed a weak-to-moderate positive and statistically significant correlation with oral reading assessment (rho = 0.384; p = 0.023), but not with writing (rho = 0.239; p = 0.167) or reading comprehension (rho = 0.200; p = 0.250). Shapiro-Wilk tests showed that most variables did not follow a normal distribution.
Conclusions: In this sample, the cognitive processes evaluated individually did not show a consistent association with literacy level, with the exception of a weak-to-moderate association between visual memory and oral reading, suggesting that third-grade literacy performance depends on factors beyond those explored here.
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Copyright (c) 2024 Alice Gutiérrez Delgado, Juan Alejandro Rodríguez (Autor/a)
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