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dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorAntón, Eneko
dc.contributor.otherReina-Reina, Claudia
dc.contributor.otherDuñabeitia, Jon Andoni
dc.date.accessioned2024-03-06T12:31:14Z
dc.date.available2024-03-06T12:31:14Z
dc.date.issued2024
dc.identifier.issn2227-7102en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=174599en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/6269
dc.description.abstractThe 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.en
dc.description.sponsorshipMinisterio de Ciencia e Innovaciónes
dc.language.isoengen
dc.publisherMDPIen
dc.rights© 2024 by the authors. Licensee MDPI, Basel, Switzerlanden
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectExecutive functionsen
dc.subjectReading skillsen
dc.subjectCognitive trainingen
dc.subjectWorking memoryen
dc.subjectInhibitory controlen
dc.titleA Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Olden
dcterms.accessRightshttp://purl.org/coar/access_right/c_abf2en
dcterms.bibliographicCitationReina-Reina, C.; Antón, E.; Duñabeitia, J.A. A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old. Educ. Sci. 2024, 14, 229. https://doi.org/ 10.3390/educsci14030229en
dcterms.sourceEducation Sciencesen
local.contributor.groupHezkuntza berrikuntzaeu
local.contributor.groupInnovación educativaes
local.contributor.groupGizarte zientziak, erronkak eta arrakalakeu
local.contributor.groupCiencias sociales, retos y brechases
local.description.peerreviewedtrueen
local.identifier.doihttps://doi.org/10.3390/educsci14030229en
local.relation.projectIDPID2021-126884NB-I00en
local.rights.publicationfeeAPCen
local.rights.publicationfeeamount1800 CHFen
local.contributor.otherinstitutionhttps://ror.org/00wge5k78en
local.contributor.otherinstitutionhttps://ror.org/00wge5k78en
local.contributor.otherinstitutionhttps://ror.org/03tzyrt94en
local.contributor.otherinstitutionhttps://ror.org/03tzyrt94en
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
oaire.fundingStreamMCIN/AEI/10.13039/501100011033en


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