Resumen
Esta revisión sistemática analizó la evidencia reciente sobre la relación entre las funciones ejecutivas y la comprensión lectora en estudiantes de educación primaria. Se incluyeron 16 estudios primarios publicados entre 2021 y 2026 que evaluaron memoria de trabajo, control inhibitorio o flexibilidad cognitiva. La memoria de trabajo mostró la asociación más consistente con la comprensión, mientras que la inhibición y la flexibilidad presentaron resultados más variables según la tarea, el perfil lector y las características de evaluación. También se identificaron relaciones indirectas mediante decodificación, fluidez, vocabulario, procesamiento léxico y comprensión lingüística. Los hallazgos respaldan una interpretación multicomponente de la comprensión lectora, en la que los procesos ejecutivos interactúan con las habilidades lingüísticas y lectoras sin sustituirlas.
Citas
[1] N. K. Duke and K. B. Cartwright, “The science of reading progresses: Communicating advances beyond the simple view of reading,” Read. Res. Q., vol. 56, no. S1, pp. S25–S44, 2021.
[2] A. Diamond, “Executive functions,” Annu. Rev. Psychol., vol. 64, pp. 135–168, 2013.
[3] X. Liao, M. Cai, and C. O.-Y. Hung, “The role of executive functions in lexical processing during reading comprehension,” Read. Res. Q., vol. 58, no. 4, pp. 755–767, 2023.
[4] A. Taboada Barber, K. B. Cartwright, G. R. Hancock, and S. L. Klauda, “Beyond the simple view of reading: The role of executive functions in emergent bilinguals’ and English monolinguals’ reading comprehension,” Read. Res. Q., vol. 56, no. S1, pp. S45–S64, 2021.
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[6] Z. Xu et al., “Contributions of cognitive flexibility to reading comprehension in Chinese beginning readers,” Read. Writ., vol. 37, pp. 2025–2048, 2024.
[7] J.-P. Escobar, A. Meneses, E. Hugo, A. Taboada Barber, and M. Montenegro, “Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension,” J. Res. Read., vol. 47, no. 2, pp. 161–180, 2024.
[8] A. M. Hund, R. M. Bove, and N. Van Beuning, “Cognitive flexibility explains unique variance in reading comprehension for elementary students,” Cogn. Dev., vol. 67, Art. no. 101358, 2023.
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[10] J.-P. Escobar, V. Espinoza, and M. Valle, “Exploring the relation between reading comprehension and executive functions: Does the level of reading comprehension test matter?” Learn. Instr., vol. 99, Art. no. 102193, 2025.
[11] C. O.-Y. Hung, M. Cai, and X. Liao, “Contribution of executive function to different levels of reading comprehension,” J. Res. Read., vol. 48, no. 4, pp. 335–354, 2025.
[12] S. Vernucci, R. Gelpi Trudo, D. Burin, and L. Canet Juric, “Relations between executive functions and reading comprehension in early primary school children,” Read. Psychol., vol. 47, no. 4, pp. 642–660, 2026.
[13] C. Carriquiry Colombino, F. Reali, and A. Cuadro, “Relationship between executive functions and reading fluency in reading comprehension,” Rev. Investig. Logop., vol. 15, pp. 97–115, 2025.
[14] E. Florit, P. De Carli, A. Rodà, S. Domenicale, and L. Mason, “Precursors of reading text comprehension from paper and screen in first graders: A longitudinal study,” Read. Writ., vol. 36, no. 7, pp. 1821–1843, 2023.
[15] C. Ruffini, C. Tarchi, and C. Pecini, “Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children,” Comput. Educ., vol. 207, Art. no. 104936, 2023.
[16] L. Canet Juric et al., “Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria,” Traslaciones. Rev. Latinoam. Lect. Escr., vol. 9, no. 17, pp. 124–148, 2022.
[17] R. E. Tolentino, R. S. Rodríguez Cuya, and L. A. de la Cruz Bernable, “Funciones ejecutivas y comprensión lectora en estudiantes de educación primaria en Lima–Perú,” Rev. Investig. Psicol., no. 30, pp. 29–44, 2023.
[18] J.-P. Escobar, V. Espinoza, and S. Balboa, “Relations between executive functions and reading comprehension: A study of fourth-grade students with and without reading comprehension difficulties,” Brain Sci., vol. 14, no. 12, Art. no. 1174, 2024.
[19] T. Zhou et al., “Executive functions and reading in children: A systematic review and meta-analysis,” Educ. Psychol. Rev., vol. 38, Art. no. 67, 2026.
[20] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021.
[2] A. Diamond, “Executive functions,” Annu. Rev. Psychol., vol. 64, pp. 135–168, 2013.
[3] X. Liao, M. Cai, and C. O.-Y. Hung, “The role of executive functions in lexical processing during reading comprehension,” Read. Res. Q., vol. 58, no. 4, pp. 755–767, 2023.
[4] A. Taboada Barber, K. B. Cartwright, G. R. Hancock, and S. L. Klauda, “Beyond the simple view of reading: The role of executive functions in emergent bilinguals’ and English monolinguals’ reading comprehension,” Read. Res. Q., vol. 56, no. S1, pp. S45–S64, 2021.
[5] S. Nouwens, M. A. Groen, T. Kleemans, and L. Verhoeven, “How executive functions contribute to reading comprehension,” Br. J. Educ. Psychol., vol. 91, no. 1, pp. 169–192, 2021.
[6] Z. Xu et al., “Contributions of cognitive flexibility to reading comprehension in Chinese beginning readers,” Read. Writ., vol. 37, pp. 2025–2048, 2024.
[7] J.-P. Escobar, A. Meneses, E. Hugo, A. Taboada Barber, and M. Montenegro, “Domain-general and reading-specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension,” J. Res. Read., vol. 47, no. 2, pp. 161–180, 2024.
[8] A. M. Hund, R. M. Bove, and N. Van Beuning, “Cognitive flexibility explains unique variance in reading comprehension for elementary students,” Cogn. Dev., vol. 67, Art. no. 101358, 2023.
[9] J.-P. Escobar and V. Espinoza, “Direct and indirect effects of inhibition, working memory and cognitive flexibility on reading comprehension of narrative and expository texts: Same or different effects?” Read. Writ. Q., vol. 41, no. 2, pp. 176–192, 2025.
[10] J.-P. Escobar, V. Espinoza, and M. Valle, “Exploring the relation between reading comprehension and executive functions: Does the level of reading comprehension test matter?” Learn. Instr., vol. 99, Art. no. 102193, 2025.
[11] C. O.-Y. Hung, M. Cai, and X. Liao, “Contribution of executive function to different levels of reading comprehension,” J. Res. Read., vol. 48, no. 4, pp. 335–354, 2025.
[12] S. Vernucci, R. Gelpi Trudo, D. Burin, and L. Canet Juric, “Relations between executive functions and reading comprehension in early primary school children,” Read. Psychol., vol. 47, no. 4, pp. 642–660, 2026.
[13] C. Carriquiry Colombino, F. Reali, and A. Cuadro, “Relationship between executive functions and reading fluency in reading comprehension,” Rev. Investig. Logop., vol. 15, pp. 97–115, 2025.
[14] E. Florit, P. De Carli, A. Rodà, S. Domenicale, and L. Mason, “Precursors of reading text comprehension from paper and screen in first graders: A longitudinal study,” Read. Writ., vol. 36, no. 7, pp. 1821–1843, 2023.
[15] C. Ruffini, C. Tarchi, and C. Pecini, “Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children,” Comput. Educ., vol. 207, Art. no. 104936, 2023.
[16] L. Canet Juric et al., “Efectos de las dificultades en el funcionamiento ejecutivo sobre la comprensión de textos en niños de primaria,” Traslaciones. Rev. Latinoam. Lect. Escr., vol. 9, no. 17, pp. 124–148, 2022.
[17] R. E. Tolentino, R. S. Rodríguez Cuya, and L. A. de la Cruz Bernable, “Funciones ejecutivas y comprensión lectora en estudiantes de educación primaria en Lima–Perú,” Rev. Investig. Psicol., no. 30, pp. 29–44, 2023.
[18] J.-P. Escobar, V. Espinoza, and S. Balboa, “Relations between executive functions and reading comprehension: A study of fourth-grade students with and without reading comprehension difficulties,” Brain Sci., vol. 14, no. 12, Art. no. 1174, 2024.
[19] T. Zhou et al., “Executive functions and reading in children: A systematic review and meta-analysis,” Educ. Psychol. Rev., vol. 38, Art. no. 67, 2026.
[20] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021.
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