<?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>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552024000100012</article-id>
<article-id pub-id-type="doi">10.14718/acp.2024.27.1.11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Contribución de la tolerancia al distrés y la memoria de trabajo a la comprensión lectora en niños de 9 a 12 años de edad]]></article-title>
<article-title xml:lang="en"><![CDATA[Distress Tolerance and Working Memory to Reading Comprehension in 9 to 12-Year-Old Children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereyra]]></surname>
<given-names><![CDATA[María Florencia]]></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 contrib-type="author">
<name>
<surname><![CDATA[Andrés]]></surname>
<given-names><![CDATA[María Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[Macarena Verónica del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olsen]]></surname>
<given-names><![CDATA[Cintia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Coni]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canet-Juric]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>1</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552024000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552024000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552024000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El desarrollo de la lectura es un proceso acumulativo en el que progresivamente los niños se vuelven más eficaces y comienzan a enfrentar textos más extensos y complejos. Conocer los factores cognitivos y afectivos que inciden sobre el desempeño en la comprensión lectora tiene gran relevancia. Por ello, el objetivo de este estudio fue analizar la capacidad explicativa de la tolerancia al distrés en la comprensión lectora de textos narrativos y expositivos, considerando conjuntamente el rol de la memoria de trabajo en niños y niñas de 9 a 12 años. Se evaluaron 211 niños que cursaban cuarto a sexto año de educación primaria (117 niñas, 94 niños; edad M = 10.94, DE = 0.87 años). Se utilizó un diseño no experimental, transversal y correlacional. La TD se evaluó mediante el Indicador Comportamental de Resiliencia al Distrés, la memoria de trabajo con una tarea de amplitud compleja de dígitos, mientras que la comprensión lectora de texto narrativo y expositivo con una prueba de screening apropiada a la edad. Los resultados muestran que, al ser consideradas conjuntamente, la memoria de trabajo contribuye al desempeño en comprensión lectora tanto de textos narrativos como expositivos, mientras que la tolerancia al distrés no realiza un aporte significativo. El estudio aporta al conocimiento de factores que contribuyen al desempeño en comprensión lectora en niños y niñas de edad escolar, mostrando que la habilidad para tolerar estados emocionales negativos no aporta significativamente a la comprensión de distintos tipos de texto, cuando se considera además la capacidad de almacenar y procesar simultáneamente información.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading development is a cumulative process in which children progressively become more efficient and begin to deal with longer and more complex texts. Knowing the cognitive and affective factors that affect reading comprehension performance is of great relevance. Therefore, this study aimed to analyze the explanatory capacity of distress tolerance in reading comprehension of narrative and expository texts, jointly considering the role of working memory in 9 to 12-year-old children. A total of 211 children who were in the fourth to sixth year of primary education were evaluated (117 girls, 94 boys; M age = 10.94, SD = 0.87 years). A non-experimental, cross-sectional, correlational design was used. Distress tolerance was assessed using the Behavioral Indicator of Resilience to Distress, working memory with a complex digit span task, while CL of narrative and expository text with an age-appropriate screening test. The results show that, when considered jointly, working memory contributes to reading comprehension performance of both narrative and expository texts, while distress tolerance does not make a significant contribution. The study contributes to the knowledge of factors that contribute to reading comprehension performance in school-age children, showing that the ability to tolerate negative emotional states does not contribute significantly to comprehension of different types of text when the ability to simultaneously maintain and process information is considered.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[tolerancia al distrés]]></kwd>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[niños y niñas]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[distress tolerance]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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