<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000400053</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.48332</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensão da leitura textual e sua relação com as funções executivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Text reading comprehension and its relationship with executive functions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salles]]></surname>
<given-names><![CDATA[Jerusa Fumagalli de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paula]]></surname>
<given-names><![CDATA[Fraulein Vidigal de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Psicologia Programa de Pós-Graduação em Psicologia Escolar e do Desenvolvimento Humano]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>62</numero>
<fpage>53</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000400053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000400053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000400053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A leitura &#233; uma atividade complexa que envolve diversos processos, tais como identifica&#231;&#227;o de letras, reconhecimento de palavras, acesso ao significado, integra&#231;&#227;o sint&#225;tica e sem&#226;ntica. A identifica&#231;&#227;o/reconhecimento de palavras apesar de necess&#225;ria para compreender um texto n&#227;o &#233; suficiente. Neste artigo o foco ser&#225; a rela&#231;&#227;o entre compreens&#227;o textual e as fun&#231;&#245;es executivas. S&#227;o abordados brevemente alguns dos principais modelos e alguns instrumentos de avalia&#231;&#227;o de compreens&#227;o de leitura textual. Em seguida, &#233; apresentado o conceito, componentes e principais instrumentos de avalia&#231;&#227;o das fun&#231;&#245;es executivas. Por &#250;ltimo, apresentamos uma s&#237;ntese reflexiva sobre estudos recentes que investigam as rela&#231;&#245;es entre fun&#231;&#245;es executivas e compreens&#227;o de texto. Tanto em estudos nacionais, quanto internacionais estas rela&#231;&#245;es t&#234;m sido evidenciadas, assim como os efeitos positivos de programas para a promo&#231;&#227;o do desenvolvimento das fun&#231;&#245;es executivas, desde a educa&#231;&#227;o infantil, as quais podem contribuir posteriormente tamb&#233;m para auxiliar na compreens&#227;o de textos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[compreensão de texto]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[funções executivas]]></kwd>
<kwd lng="pt"><![CDATA[memória operacional]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
</kwd-group>
</article-meta>
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