Influence of three preexisting repertoires on comprehensive reading [Influencia de tres repertorios precurrentes en la lectura comprensiva]

Abstract

Boys and girls in the 5th grade were tested to evaluate the effect of extant abilities on reading comprehension. Experiment 1 examined how differences in lexical repertoires influence the level of reading comprehension; Experiment 2 examined the effect of providing a thematic background for the target text on reading comprehension; and Experiment 3 examined the effect of training instrumental skills (executive, imaginative, and theoretical) on reading comprehension. Results showed a positive correlation between lexical repertoire and comprehension; no effect of providing targeted thematic material; a positive correlation between instrumental skills and comprehension; and a demonstration that executive skills are more easily mastered. These findings are discussed in terms of different functional levels of reading comprehension.