Verbal Working Memory as an Underlying Cognitive Mechanism of Reading Comprehension: A Critical Review of the Evidence and Challenges for Ecuadorian Basic Education

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Published: 2026-08-02
DOI: https://doi.org/10.69821/DISCE.v3i2.126
Keywords:
verbal working memory, reading comprehension, executive functions, cognitive processes, Basic General Education

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Delia Pilar Bimbela Suárez
Ministerio de Educación del Ecuador image/svg+xml
Miurca Gissela Ortega Sánchez
Ministerio de Educación del Ecuador image/svg+xml
Flor Elizabeth Yépez Bobadilla
Ministerio de Educación del Ecuador image/svg+xml

Abstract

This article critically analyzes the scientific evidence on the relationship between verbal working memory and reading comprehension among students in Basic General Education from the perspective of cognitive psychology. A critical literature review with a qualitative approach was conducted, supported by a systematic process of searching, selecting, organizing, and thematically analyzing scientific literature published in the Scopus, Web of Science, ERIC, APA PsycINFO, and SciELO databases, complemented by technical reports from international organizations. The review includes empirical studies, meta-analyses, systematic reviews, and theoretical contributions published between 2015 and 2026, as well as seminal works considered fundamental references in the field. Convergences, divergences, and knowledge gaps regarding the role of verbal working memory as an underlying cognitive mechanism of reading comprehension were identified. The findings indicate that this system constitutes one of the most consistent cognitive predictors of reading performance, facilitating the processing, temporary storage, and integration of textual information in interaction with executive functions, attention, vocabulary, prior knowledge, and metacognition. Furthermore, the review reveals limited scientific production in the Ecuadorian context, characterized predominantly by descriptive and correlational studies, highlighting the need to develop longitudinal and experimental research that strengthens the understanding of these processes and guides the design of evidence-based pedagogical interventions aimed at improving reading competencies in Basic General Education.

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Vol. 3 No. 2 (2026)

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Artículos
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Author Biographies

Delia Pilar Bimbela Suárez, Ministerio de Educación del Ecuador

Licenciada en Educación Básica por la Universidad Técnica de Babahoyo. Actualmente se desempeña como docente en la Unidad Educativa Fiscal Esperanza Caputi Olvera. Su experiencia profesional se centra en el ámbito educativo, con especial interés en la psicología cognitiva, la comprensión lectora, las funciones ejecutivas y los procesos de aprendizaje en Educación General Básica.

Miurca Gissela Ortega Sánchez, Ministerio de Educación del Ecuador

Magíster en Educación General Básica por la Universidad Estatal de Bolívar. Ejerce funciones de directora en la Unidad Educativa Fiscal Esperanza Caputi Olvera, donde desarrolla actividades vinculadas a la enseñanza y al acompañamiento pedagógico. Sus líneas de interés académico incluyen la memoria de trabajo, la comprensión lectora, la neuroeducación y los procesos cognitivos relacionados con el aprendizaje escolar.

Flor Elizabeth Yépez Bobadilla, Ministerio de Educación del Ecuador

Magíster en Educación Básica por la Universidad Estatal de Milagro. Forma parte de la Unidad Educativa Fiscal Esperanza Caputi Olvera y cuenta con experiencia en el ámbito de la Educación General Básica. Sus intereses investigativos se orientan hacia el estudio de las funciones ejecutivas, la psicología cognitiva y el desarrollo de estrategias pedagógicas fundamentadas en evidencia científica

How to Cite

Bimbela Suárez, D. P., Ortega Sánchez, M. G., & Yépez Bobadilla, F. E. (2026). Verbal Working Memory as an Underlying Cognitive Mechanism of Reading Comprehension: A Critical Review of the Evidence and Challenges for Ecuadorian Basic Education. DISCE. Revista Científica Educativa Y Social, 3(2), 141-168. https://doi.org/10.69821/DISCE.v3i2.126

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