ABSTRACT
Reading is a complex task that involves diverse processes such as the identification of letters, recognition of words, access to meanings, and syntactic and semantic integration. Even though the identification/recognition of words is necessary to understand a text, it is not sufficient. This paper focuses on the relationship between textual understanding and executive functions. Some of the main models and instruments used to assess textual reading understanding are briefly approached. Afterwards, the concept, components and main instruments to assess executive functions are presented. Finally, a reflective synthesis of recent studies investigating the relationship between executive functions and textual understanding is presented. These relationships have been reported in Brazilian and international studies as well as the positive effects of programs promoting the development of executive functions beginning in child education, which also later can contribute to support reading comprehension.
Keywords:
reading comprehension; reading; executive functions; working memory; language