<?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>2007-1833</journal-id>
<journal-title><![CDATA[Revista de psicología y ciencias del comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. de psicol. y cienc. del comport. de la Unidad Académica de Cienc. Juríd. y Sociales]]></abbrev-journal-title>
<issn>2007-1833</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Tamaulipas, Unidad Académica de Ciencias Jurídicas y Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-18332019000100006</article-id>
<article-id pub-id-type="doi">10.29059/rpcc.20190602-77</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prerrequisitos para el aprendizaje académico en niños con alto y bajo rendimiento escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Prerequisites for academic learning in children with high and low school performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Victoria]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel-Ancona]]></surname>
<given-names><![CDATA[Fayne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aldrete-Cortez]]></surname>
<given-names><![CDATA[Vania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Panamericana Escuela de Psicología Laboratorio de Neurociencias Cognitivas y Desarrollo]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>6</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-18332019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-18332019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-18332019000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El éxito educativo depende de la consolidación de la lectoescritura y matemáticas al concluir tercer grado de primaria (Secretaría de Educación Pública [SEP], 2016), donde alumnos mexicanos puntúan bajo en evaluaciones internacionales. Se analizó el desempeño de habilidades cognitivas implicadas en lectoescritura y matemáticas de 20 niños de tercero y cuarto año de primaria (8-10 años de edad) con bajo y alto rendimiento escolar. Se les aplicó 23 subpruebas de la BANETA y ENI-2. Se establecieron cuatro factores de análisis: comprensión lectora, lectura, escritura y matemáticas. Con la U de Mann Whitney hubo diferencias significativas entre los grupos en todos los factores, siendo las más significativas al p=.001: lectura, escritura y matemáticas. En el factor de comprensión lectora ambos grupos se ubicaron en percentiles debajo de la media (normal bajo y deficiente). Se concluye que la comprensión lectora está afectada en ambos grupos aunque las alteraciones en el grupo con bajo rendimiento se encuentran en el primer nivel de procesamiento de la lectura y en el grupo con alto rendimiento escolar en el segundo nivel.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Educational success depends on the consolidation of literacy and mathematics at the end of the third grade of primary school (Secretaría de Educación Pública [SEP], 2016), where Mexican students score low on international assessments. The performance of the cognitive skills involved in reading, writing and mathematics of 20 children of third and fourth year of primary school (8-10 years old) with low and high school performance were assessed. For this purpose 23 subtests of the BANETA and ENI-2 were applied. Four factors of analysis were established: reading comprehension, reading, writing and mathematics. U Mann-Whitney showed there were significant differences between the groups in all the factors (p=.001): reading, writing and mathematics. In the reading comprehension factor, both groups were located in percentiles below the mean (low normal and deficient). It is concluded that reading comprehension is affected in both groups although the alterations in the group with low performance are found in the first level of reading processing and in the group with high school performance in the second level.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje escolar]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[evaluación neuropsicológica]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognoscitivo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de lectoescritura]]></kwd>
<kwd lng="en"><![CDATA[cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[school learning]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[neuropsychological assessment]]></kwd>
<kwd lng="en"><![CDATA[cognitive development]]></kwd>
<kwd lng="en"><![CDATA[literacy learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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