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

Antón, Eneko

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Title

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

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https://ror.org/00wge5k78
https://ror.org/00wge5k78
https://ror.org/03tzyrt94
https://ror.org/03tzyrt94

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http://purl.org/coar/version/c_970fb48d4fbd8a85

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http://purl.org/coar/access_right/c_abf2

URI

https://hdl.handle.net/20.500.11984/6269

Publisher’s version

https://doi.org/10.3390/educsci14030229

Published at

Education Sciences

Publisher

MDPI

Keywords

Executive functions
Reading skills
Cognitive training
Working memory ... [+]

Executive functions
Reading skills
Cognitive training
Working memory
Inhibitory control [-]

Abstract

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. [-]