Estrés en estudiantes de primariaSu relación con la lectura

Resumen

Numerous studies maintain the relationship between students with learning difficulties and stress. Reading has two major components: reading comprehension and decoding (errors and speed). Objective: The aim of this study is to find out the relationship between stress at school and reading. Participants: A group of 30 students from fourth grade of elementary school were evaluated. The 56.7% were boys and the rest were girls, the 36.7% were enrolled in PIP modality which basis language of the program is Spanish and the rest in PIL modality which basis of the program is Valencian but they are also Spanish speakers. The average IQ was 103 and the average age was 118 months. The administered tests were Raven-Color for the IQ, the reading comprehension subtests, reading of words and pseudowords from PROLEC-R and IECI test to measure academic stress. No differences were found between the modality of school attendance (PIP or PIL) in reading comprehension. Results: The relationship between academic stress and reading comprehension were analyzed and no significant relationship between the variables was found. Moreover, the academic stress variable was correlated with the word and the pseudo-words variables, and reading speed in words and pseudo-words. Significant correlations between academic stress and word variable were found, and between academic stress variable and the time taken to read these words. Conclusions: the relationship between stress and lexical access in reading, decoding and speed is proved, as other studies had shown.