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Abstract
This study aimed to analyze the explanatory capacity of distress tolerance in reading comprehension of narrative and expository texts, jointly considering the role of working memory in children aged 9 to 12 years old. For this, 211 children who attended fourth to sixth year of primary school were evaluated. The Behavioral Indicator of Resilience to Distress was used to evaluate distress tolerance, a complex digit span task with interference was used to evaluate working memory while reading comprehension of narrative and expository text was evaluated with an age-appropriate screening test. The results show that, when jointly considered, working memory contributes to reading comprehension of both narrative and expository texts, while distress tolerance does not make a significant contribution. This study adds to the knowledge of factors that contribute to reading comprehension performance in school-age children.
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