Predictores cognitivos de la comprensión de textos en niños de diversos contextos socio-educacionales
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ACTUALIZACIÓN: 11 de septiembre de 2025
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Las desigualdades socioeconómicas impactan fuertemente en el desarrollo lector infantil, aunque los mecanismos cognitivos subyacentes han sido poco explorados en contextos latinoamericanos. Este estudio analiza cómo las funciones ejecutivas (FE) y la fluidez lectora median los efectos del Nivel de Oportunidades Educativas (NOE)—un índice socioeconómico escolar—sobre la comprensión lectora en 348 estudiantes argentinos de nivel primario. Se evaluaron atención selectiva, flexibilidad cognitiva, inteligencia fluida y comprensión lectora mediante una batería digital. Los estudiantes de escuelas con NOE bajo mostraron menor desempeño en FE, lectura más lenta y menor comprensión. El análisis de senderos identificó dos vías de mediación independientes: una basada en la fluidez (NOE → velocidad de lectura → comprensión) y otra cognitiva (NOE → FE → inteligencia fluida → comprensión). La edad replicó esta mediación dual. Los resultados evidencian que el contexto socioeducativo escolar influye en la comprensión lectora a través de habilidades de razonamiento ejecutivo y fluidez, señalando rutas clave para intervenciones que mitiguen las brechas en alfabetización en entornos vulnerables.
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