VISUOMOTOR INTEGRATION, EXECUTIVE FUNCTIONS, AND LEXICAL ACCESS AS CANDIDATE NEUROCOGNITIVE MARKERS OF READING PERFORMANCE IN SCHOOLCHILDREN AT RISK FOR DYSLEXIA
DOI:
https://doi.org/10.46827/ejse.v12i7.6964Palabras clave:
Dyslexia, executive functions, visuomotor integrationResumo
This study investigated the relationships among visuomotor integration, executive functions, lexical access, and reading performance in schoolchildren at risk for dyslexia. Twenty-five third-grade students aged 8–9 years completed measures of rapid automatized naming, naming errors, self-monitoring, reading comprehension, visuomotor performance, and visuomotor screening. Spearman correlations, age-adjusted partial correlations, false discovery rate correction, and hierarchical regression models were applied. Self-monitoring was strongly associated with rapid naming time (ρ = −0.774, p < 0.001), visuomotor performance (ρ = −0.596, p = 0.002), and reading comprehension (ρ = 0.544, p = 0.005). Rapid naming time was also associated with reading comprehension (ρ = −0.531, p = 0.006) and naming errors (ρ = 0.524, p = 0.007). Rapid naming explained 22.7% of the variance in reading comprehension, whereas the addition of self-monitoring and visuomotor performance increased R² without significant incremental effects. The findings suggest that executive monitoring, lexical access, and visuomotor integration form an interconnected neurocognitive organization associated with reading-related performance in children at risk for dyslexia.Citas
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