Cognitive and Metalinguistic Abilities Related to Critical Reading in Psychology University Students

Authors

  • Renato Zambrano-Cruz

    Psychology School, Universidad Cooperativa de Colombia, Medellín, Antioquia 050010, Colombia
  • Hugo Antonio Enamorado-Ladino

    Psychology School, Universidad Cooperativa de Colombia, Villavicencio, Meta 500003, Colombia
  • Magda Evelyn Mendivelso-Diaz

    Psychology School, Universidad Cooperativa de Colombia, Bogotá 110311, Colombia
  • Diego Andrés Vásquez-Caballero

    Psychology School, Universidad Cooperativa de Colombia, Bucaramanga, Santander 680002, Colombia
  • Rosa Daisy Zamudio-González

    Psychology School, Universidad Cooperativa de Colombia, Villavicencio, Meta 500003, Colombia

DOI:

https://doi.org/10.30564/fls.v7i6.8712
Received: 20 March 2025 | Revised: 7 April 2025 | Accepted: 15 April 2025 | Published Online: 8 June 2025

Abstract

Critical reading is one of the fundamental competencies required in higher education, playing a crucial role in student success across diverse academic disciplines. Numerous studies highlight its significance, identifying critical reading as the strongest predictor of academic performance among university students. However, the specific cognitive mechanisms underpinning this competency remain insufficiently understood. This study explores the relationships between critical reading and several cognitive variables—working memory, processing speed, phonemic awareness, and morphological awareness—within a sample of 76 undergraduate psychology students. Employing mediation analysis, the research investigates both direct and indirect effects of these cognitive skills on critical reading performance. Results indicate that working memory demonstrates a significant direct relationship with critical reading. In contrast, processing speed, phonemic awareness, and morphological awareness showed neither direct nor indirect effects on critical reading skills. These findings underscore working memory’s unique role as a reliable predictor of critical reading ability and emphasize its importance in fostering academic achievement in higher education contexts. Based on these results, the implementation of targeted cognitive strategies to strengthen working memory may prove beneficial in enhancing reading comprehension. Moreover, the potential use of neuromodulation techniques—such as transcranial direct current stimulation (tDCS)—could be explored as complementary approaches to boost cognitive functions linked to reading processes. Future educational interventions might combine these cognitive and neurotechnological tools to support the development of critical reading skills, ultimately contributing to improved learning outcomes in university settings.

Keywords:

Critical Reading; Working Memory; Processing Speed; Phonemic Awareness; Morphological Awareness

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How to Cite

Zambrano-Cruz, R., Enamorado-Ladino, H. A., Mendivelso-Diaz, M. E., Vásquez-Caballero, D. A., & Zamudio-González, R. D. (2025). Cognitive and Metalinguistic Abilities Related to Critical Reading in Psychology University Students. Forum for Linguistic Studies, 7(6), 680–689. https://doi.org/10.30564/fls.v7i6.8712

Issue

Vol. 7 , Iss. 6 (July 2025)

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Article

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Copyright © 2025 Renato Zambrano-Cruz, Hugo Antonio Enamorado-Ladino, Magda Evelyn Mendivelso-Diaz, Diego Andrés Vásquez-Caballero, Rosa Daisy Zamudio-González

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.