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Martín-Aragoneses, María Teresa

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0000-0003-3005-7174
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Martín-Aragoneses
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María Teresa
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Autor: Cadime, Irene × search.filters.applied.f.itemFacultad: Facultad de Educación ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
    (Elsevier, 2024-08-27) Cadime, Irene ; Freitas, Tânia ; Martín-Aragoneses, María Teresa; Ribeiro, Iolanda ; https://orcid.org/0000-0001-8285-4824; https://orcid.org/0000-0003-1209-0763
    Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.
  • Miniatura
    Publicación
    Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns
    (Cambridge University Press, 2024-10-28) Cadime, Irene; Santos, Ana Lúcia; Ribeiro, Iolanda; Viana, Fernanda Leopoldina; Martín-Aragoneses, María Teresa; https://orcid.org/0000-0001-8285-4824; https://orcid.org/0000-0003-4758-7462
    This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period (CDI-III-PT; Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present). The results show a substantial negative effect of the pandemic on both lexical and syntactic development. Considering individual variation, structural equation modelling unveiled a complex scenario in which age, sex, book reading, language-promoting practices, sleeping problems and COVID-19 infection showed a direct effect on linguistic development. Maternal education and parental stress had an indirect effect on children’s language, mediated by book reading and sleeping problems, respectively.
  • Miniatura
    Publicación
    Executive Functioning in Different Types of Reading Disabilities
    (MDPI, 2024-10-14) Cadime, Irene; Rodrigues, Bruna; Ribeiro, Iolanda; Martín-Aragoneses, María Teresa; https://orcid.org/0000-0001-8285-4824; https://orcid.org/0000-0002-4201-6719
    Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.