This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention.
View Article and Find Full Text PDFObjective: The study explores the psychometric properties of the Brazilian-Portuguese version of the Working Memory Rating Scale (WMRS-Br) in a population of 355 young children from diverse socioeconomic status and schooling backgrounds.
Method: Public and private school teachers completed the WMRS-Br and children were assessed on a range of objective cognitive measures of fluid intelligence, working memory, and attention.
Results: Reliability and validity of the WMRS-Br were excellent across the public and private school sample.