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dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.contributor.authorAntón, Eneko
dc.contributor.otherReina-Reina, Claudia
dc.contributor.otherDuñabeitia, Jon Andoni
dc.date.accessioned2024-10-29T16:43:43Z
dc.date.available2024-10-29T16:43:43Z
dc.date.issued2024-09-02
dc.identifier.issn2384-8766en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=178002en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/6742
dc.description.abstractNumerous studies explore the effect of cognitive stimulation programmes on reading skills in children and adolescents, with mixed results. Although several studies support that the relationships established between executive functions and reading skills are more robust at early ages, when the process of formal reading acquisition is being consolidated, there are few studies that evaluate the impact of this type of interventions at the beginning of primary school. For this reason, the present pilot study investigates the possible effects of executive functions training on letter identification and decoding, as well as word and pseudoword reading. A cognitive training was carried out using the CogniFit platform in 12 typically developing 6-year-old children, comparing their performance with a control group of 28 children of the same age and similar socioeconomic status. This protocol took place over 8 weeks, with a mean of 19 minutes of training per week. The results obtained indicate that the experimental group showed a higher reading speed in letter recognition than the control group. However, no effect was found in the rest of the reading skills. These promising results indicate that additional research is needed to clarify the lack of convergence reported in the current scientific literature.en
dc.description.sponsorshipGovernment of Spain
dc.language.isoengen
dc.publisherSerious Games Societyen
dc.rightsCopyright (c) 2024 Claudia Reina-Reina, Eneko Antón, Jon Andoni Du´ñabeitiaen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectReading skillsen
dc.subjectCognitive trainingen
dc.subjectInhibitory controlen
dc.subjectCognitive flexibilityen
dc.subjectWorking memoryen
dc.titleImpact of a cognitive training on reading of 6-year-old childrenen
dcterms.accessRightshttp://purl.org/coar/access_right/c_abf2en
dcterms.bibliographicCitationReina-Reina, C.; Antón, E.; Duñabeitia, J.A. (2024). Impact of a cognitive training on reading of 6-year-old children. International Journal of Serious Games, 11(3), 45-69. https://doi.org/10.17083/ijsg.v11i3.754en
dcterms.sourceInternational Journal of Serious Gamesen
local.contributor.groupHezkuntza berrikuntzaeu
local.contributor.groupInnovación educativaes
local.contributor.groupHizkuntzak eta kulturak gizartean eta eskolaneu
local.contributor.groupLenguas y culturas en la sociedad y en la escuelaes
local.description.peerreviewedtrueen
local.description.publicationfirstpage45en
local.description.publicationlastpage69en
local.identifier.doihttps://doi.org/10.17083/ijsg.v11i3.754en
local.contributor.otherinstitutionhttps://ror.org/00wge5k78en
oaire.format.mimetypeapplication/pdfen
oaire.file$DSPACE\assetstoreen
oaire.resourceTypehttp://purl.org/coar/resource_type/c_6501en
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85en
dc.unesco.tesaurohttp://vocabularies.unesco.org/thesaurus/concept387en
oaire.funderIdentifierhttps://ror.org/038jjxj40 / http://data.crossref.org/fundingdata/funder/10.13039/501100010198en
oaire.fundingStreamPID2021-126884NB-I00en
dc.unesco.clasificacionhttps://skos.um.es/unesco6/610401/en


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Attribution-NonCommercial-NoDerivatives 4.0 International
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