<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812023000200030</article-id>
<article-id pub-id-type="doi">10.14349/sumapsi.2023.v30.n2.4</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The role of executive functions in the comprehension of expository and narrative texts by high school students]]></article-title>
<article-title xml:lang="es"><![CDATA[El rol de las funciones ejecutivas en la comprensión de textos expositivos y narrativos en estudiantes de secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tabullo]]></surname>
<given-names><![CDATA[Ángel Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benegas]]></surname>
<given-names><![CDATA[Juan Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vernucci]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CCT-Mendoza, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica Argentina  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP-CONICET)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>30</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812023000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812023000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812023000200030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Reading comprehension is a complex skill that involves several linguistic and cognitive processes. While the evidence indicates that expository texts are more difficult and cognitively demanding than narrative texts, the contribution of core executive functions to comprehension has seldom been compared between these genres, particularly in adolescents. The present study examined the association of executive functions with expository and narrative text comprehension in Argentinean high school students, while controlling for their verbal skills.  Method: One hundred and twenty-one 12 to15-year-old high school students participated in our study (75.2% of them were girls). Participants completed pencil and paper tests in reading comprehension (TLC-II), vocabulary (BAIRES) and reading efficacy (TECLE), as well as computerised tests in shifting, inhibition and verbal and visuospatial working memory from the Cognitive Self-Regulation Test Battery (TAC).  Results: We found lower comprehension scores in the expository text. Shifting and verbal working memory were predictors of reading comprehension beyond verbal skills, but we did not observe significant differences between text types. Comprehension in general was lower for third-year students.  Conclusion: In accord with the literature, we observed greater difficulties for expository text comprehension, and a general contribution of shifting and working memory to both types of text. We found no conclusive evidence of differences in this association between text types. Third-year students&#8217; comprehension might have been affected by the impact of the pandemic on their schooling trajectory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: la comprensión de textos es una habilidad compleja que involucra diversos procesos lingüísticos y cognitivos. Si bien la evidencia indica que los textos expositivos son más difíciles y cognitivamente demandantes que los narrativos, la contribución de las funciones ejecutivas a la comprensión de ambos rara vez se ha comparado en adolescentes. Este artículo examinó la asociación de las funciones ejecutivas con la comprensión de textos expositivos y narrativos en estudiantes de secundaria argentinos, controlando sus habilidades verbales.  Método: ciento veintiún estudiantes de secundaria de entre 12 y 15 años (75.2 % mujeres) participaron del estudio, los cuales realizaron pruebas de comprensión de textos narrativo y expositivo, vocabulario, eficacia lectora, y de flexibilidad cognitiva, inhibición, memoria de trabajo verbal y visoespacial.  Resultados: encontramos puntajes de comprensión más bajos en el texto expositivo. La flexibilidad y la memoria de trabajo verbal fueron predictores de la comprensión de textos más allá de las habilidades verbales, sin observarse diferencias significativas por tipo de texto. La comprensión fue más baja en los alumnos de tercer año en general.  Conclusiones: en línea con la literatura, se observó una mayor dificultad en la comprensión del texto expositivo, y una contribución general de la flexibilidad y la memoria de trabajo a la comprensión de ambos textos. No se encontró evidencia concluyente de diferencias en esta asociación por tipo de texto. La comprensión de los estudiantes de tercero puede haber sido afectada por el impacto de la pandemia en su trayectoria educativa.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[narrative text]]></kwd>
<kwd lng="en"><![CDATA[expository text]]></kwd>
<kwd lng="es"><![CDATA[Comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[texto narrativo]]></kwd>
<kwd lng="es"><![CDATA[texto expositivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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