Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá

Pablo Alexander Reyes Gavilán; Britney Carolina Robayo Huertas; Juan Diego Rodríguez Romero; Juan Sebastián Paredes Martínez; Elena Marulanda Paez; Óscar Mauricio Aguilar Mejía; Santiago Alonso Diaz; Silvia Consuelo Gómez Soler; Carmen Edilma Rojas Rincon

doi:10.5209/rlog.101389

Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá

Título traducido de la contribución: Relación entre funciones ejecutivas y competencias lectoras en la adolescencia: Evidencia en estudiantes entre 14 y 20 años de Bogotá

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Resumen

La comprensión lectora en la adolescencia depende no solo del dominio lingüístico, sino también de procesos cognitivos de orden superior, entre los cuales las funciones ejecutivas (FE) juegan un rol clave. Este estudio tuvo como objetivo analizar la relación entre FE y competencias lectoras en una muestra de 136 estudiantes de Bogotá (Colombia) de entre 14 y 20 años. Se aplicó un diseño observacional transversal utilizando la batería PROLEC-SE-R para evaluar habilidades lectoras en niveles léxico, sintáctico y semántico, y pruebas neuropsicológicas computarizadas para medir atención sostenida (SART), memoria de trabajo (Digit Span) y abstracción no verbal (Matrices Progresivas de Raven). Los análisis de correlación revelaron asociaciones significativas entre el desempeño en tareas de FE y los distintos componentes de la lectura. En particular, la atención sostenida y el control inhibitorio se vincularon con una mayor capacidad para detectar inconsistencias sintácticas y semánticas, mientras que la memoria de trabajo se relacionó con un procesamiento más preciso de estructuras gramaticales complejas y con la comprensión textual. Estos resultados sugieren que las FE contribuyen de forma diferenciada a los procesos de lectura, reforzando su papel en la organización gramatical, la regulación atencional y la integración del significado.

Título traducido de la contribución	Relación entre funciones ejecutivas y competencias lectoras en la adolescencia: Evidencia en estudiantes entre 14 y 20 años de Bogotá
Idioma original	Inglés
Número de artículo	e101389
Páginas (desde-hasta)	1-12
Número de páginas	12
Publicación	Revista de Investigacion en Logopedia
Volumen	16
N.º	1
DOI	https://doi.org/10.5209/rlog.101389
Estado	Publicada - ene. 2026

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Gavilán, P. A. R., Huertas, B. C. R., Romero, J. D. R., Martínez, J. S. P., Paez, E. M., Mejía, Ó. M. A., Diaz, S. A., Soler, S. C. G., & Rojas Rincon, C. E. (2026). Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá. Revista de Investigacion en Logopedia, 16(1), 1-12. Artículo e101389. https://doi.org/10.5209/rlog.101389

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title = "Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogot{\'a}",

abstract = "Reading comprehension in adolescence depends not only on linguistic proficiency but also on higher-order cognitive processes, among which executive functions (EF) play a key role. This study aimed to examine the relationship between EF and reading skills in a sample of 136 students from Bogot{\'a} (Colombia), aged between 14 and 20 years. A cross-sectional observational design was employed using the PROLECSE-R battery to assess reading skills at the lexical, syntactic, and semantic levels, along with computerized neuropsychological tests to measure sustained attention (SART), working memory (Digit Span), and nonverbal abstraction (Raven{\textquoteright}s Progressive Matrices). Correlational analyses revealed significant associations between performance on EF tasks and various components of reading. Specifically, sustained attention and inhibitory control were linked to a greater ability to detect syntactic and semantic inconsistencies, while working memory was associated with more accurate processing of complex grammatical structures and overall text comprehension. These findings suggest that EF contribute in distinct ways to reading processes, reinforcing their role in grammatical organization, attentional regulation, and meaning integration.",

keywords = "abstracci{\'o}n no verbal, atenci{\'o}n selectiva, competencia lectora, executive functions, funciones ejecutivas, memoria de trabajo, nonverbal abstraction, PROLEC-SE-R, reading skills, selective attention, working memory",

author = "Gavil{\'a}n, \{Pablo Alexander Reyes\} and Huertas, \{Britney Carolina Robayo\} and Romero, \{Juan Diego Rodr{\'i}guez\} and Mart{\'i}nez, \{Juan Sebasti{\'a}n Paredes\} and Paez, \{Elena Marulanda\} and Mej{\'i}a, \{{\'O}scar Mauricio Aguilar\} and Diaz, \{Santiago Alonso\} and Soler, \{Silvia Consuelo G{\'o}mez\} and \{Rojas Rincon\}, \{Carmen Edilma\}",

year = "2026",

month = jan,

doi = "10.5209/rlog.101389",

language = "English",

volume = "16",

pages = "1--12",

journal = "Revista de Investigacion en Logopedia",

issn = "2174-5218",

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Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá. / Gavilán, Pablo Alexander Reyes ; Huertas, Britney Carolina Robayo ; Romero, Juan Diego Rodríguez et al.
En: Revista de Investigacion en Logopedia, Vol. 16, N.º 1, e101389, 01.2026, p. 1-12.

Producción: Contribución a una revista › Artículo › revisión exhaustiva

TY - JOUR

T1 - Relationship Between Executive Functions and Reading Skills in Adolescence

T2 - Evidence from Students Aged 14 to 20 in Bogotá

AU - Gavilán, Pablo Alexander Reyes

AU - Huertas, Britney Carolina Robayo

AU - Romero, Juan Diego Rodríguez

AU - Martínez, Juan Sebastián Paredes

AU - Paez, Elena Marulanda

AU - Mejía, Óscar Mauricio Aguilar

AU - Diaz, Santiago Alonso

AU - Soler, Silvia Consuelo Gómez

AU - Rojas Rincon, Carmen Edilma

PY - 2026/1

Y1 - 2026/1

N2 - Reading comprehension in adolescence depends not only on linguistic proficiency but also on higher-order cognitive processes, among which executive functions (EF) play a key role. This study aimed to examine the relationship between EF and reading skills in a sample of 136 students from Bogotá (Colombia), aged between 14 and 20 years. A cross-sectional observational design was employed using the PROLECSE-R battery to assess reading skills at the lexical, syntactic, and semantic levels, along with computerized neuropsychological tests to measure sustained attention (SART), working memory (Digit Span), and nonverbal abstraction (Raven’s Progressive Matrices). Correlational analyses revealed significant associations between performance on EF tasks and various components of reading. Specifically, sustained attention and inhibitory control were linked to a greater ability to detect syntactic and semantic inconsistencies, while working memory was associated with more accurate processing of complex grammatical structures and overall text comprehension. These findings suggest that EF contribute in distinct ways to reading processes, reinforcing their role in grammatical organization, attentional regulation, and meaning integration.

AB - Reading comprehension in adolescence depends not only on linguistic proficiency but also on higher-order cognitive processes, among which executive functions (EF) play a key role. This study aimed to examine the relationship between EF and reading skills in a sample of 136 students from Bogotá (Colombia), aged between 14 and 20 years. A cross-sectional observational design was employed using the PROLECSE-R battery to assess reading skills at the lexical, syntactic, and semantic levels, along with computerized neuropsychological tests to measure sustained attention (SART), working memory (Digit Span), and nonverbal abstraction (Raven’s Progressive Matrices). Correlational analyses revealed significant associations between performance on EF tasks and various components of reading. Specifically, sustained attention and inhibitory control were linked to a greater ability to detect syntactic and semantic inconsistencies, while working memory was associated with more accurate processing of complex grammatical structures and overall text comprehension. These findings suggest that EF contribute in distinct ways to reading processes, reinforcing their role in grammatical organization, attentional regulation, and meaning integration.

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KW - atención selectiva

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KW - funciones ejecutivas

KW - memoria de trabajo

KW - nonverbal abstraction

KW - PROLEC-SE-R

KW - reading skills

KW - selective attention

KW - working memory

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JO - Revista de Investigacion en Logopedia

JF - Revista de Investigacion en Logopedia

IS - 1

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ER -

Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá

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