Perfil cognitivo de alumnos con bajo desempeño en comprensión lectora: análisis de los resultados de una intervención
Abstract
Resumen:
En este trabajo se presentan dos estudios. El primero, destinado a indagar: 1) el perfil de rendimiento de alumnos con dificultades en comprensión lectora en las siguientes dimensiones: eficacia lectora, vocabulario, inferencias y jerarquÃa de la información textual y 2) las relaciones entre las variables incluidas. En el segundo, se evaluó el impacto de un programa de intervención especÃfico sobre las variables seleccionadas en el grupo de comprendedores con dificultades identificadas en el primer estudio, con respecto a un grupo control. Los resultados indicaron que los buenos y comprendedores se diferenciaron de forma significativa en todas las variables consideradas, especialmente en la capacidad de jerarquizar la información textual. La intervención tuvo impacto en el grupo intervenido, a diferencia del grupo control, en las siguientes variables: eficacia lectora, vocabulario y comprensión general. Estos datos sugeridos que la enseñanza explÃcita, simultánea y sistemática de diferentes dominios implicados en la comprensión, asà como el trabajo en pequeños grupos, reciben beneficiosos para que los alumnos con bajo rendimiento superen sus dificultades.
Palabras clave: “Comprensión lectora; Lectura; Intervenciónâ€
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Abstract:
In this work, two studies are presented. The first study was aimed at investigating: 1) the performance profile of students with reading comprehesion difficulties in the following areas: reading effectiveness, vocabulary, inferences and textual information hierarchy, and 2) the relations between the included variables. In the second study, the impact of a specific intervention programme on the variables selected in the group of students with reading comprehension difficulties identified in the first study was assessed in relation to a control group. The results indicated that good and bad comprehenders differed significantly in all the considered variables, especially in the ability to order textual information hierarchically. In adittion, the results evidenced an impact on the intervention group, in contrast with the control group, in the folowing variable: reading effectiveness, vocabulary and general comprehension. These data suggest that systematic, simultaneous and explicit teaching of different domains involved in comprehension as well as working in small groups, would be beneficial for students with low performance to overcome their difficulties.
Keywords: “Comprensión lectora; Leer; Intervención"
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