Mabel Condemarín 3 – Ebook download as PDF File .pdf) or read book online. comprensión lectora. Copyright: © All Rights Reserved. Download as PDF or. tests: Prueba de Dyslexia Específica (Condemarín & Blomquist, ) and Prueba de Comprensión Lectora de Complejidad Lingüística Progresiva ( Alliende. Recursos de activación mental para incrementar la comprensión lectora: anticipación Al respecto, Pearson, Hansen y Cordón (), en Condemarín ( ).
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Of the latter, there were computed hierarchically those of second, third, fourth and fifth order according to their relevance in the text. All this integrates her prior knowledge with a support for the acquisition of new knowledge Areiza and Henao, ; Woolfolk, The results allowed us to assess the most frequent difficulties in processing information and in understanding what they read.
The specific type of mental operations used by a good reader depends largely on the structure of the texts narrative, expository or scientific. Many wrote their summaries using the strategy of copying extracts.
They may also be repeatedly committing certain types of errors Contreras and Covarrubias, Those who did not take it argued that analyzing the text fragment was too time-consuming for them. As shown in Table II, 13 students recognized the main idea of the text, but 8 of them did so improperly.
Of the total number of tests taken, 11 included one notable inconsistent statement. Everything indicated that they were deficient in their ability to evaluate and regulate their reading comprehension. This topic, proposed by the teacher in charge of the class, represented a previous taxonomic and evolutionary value concept which the learners had acquired in the course they had taken earlier as a prerequisite for their present class, and which they had to apply and integrate into their present course contents.
Becoming a strategic reader. The difficulties of operating with the information in the text. The skilled reader is able to recognize the type of text he is reading, and in this way, updates and expands his network of conceptual schematics.
Among these, two students identified as inconsistent propositions that were correct, although one of the proofs did not contain the inconsistency. Five students identified it correctly, and a lesser number fully recognized the other proposals, according to their relevant hierarchy. Then, it is impossible to locate the source of their difficulties, and finally, they do not detect the signs of a lectota of understanding.
Currently, the development of networks with electronic comprenxion Web has led to a more interactive stage for the teaching-learning process. Four students wrote incorrect titles: Problems concerning the comprehension of texts are Benito, In previous works we analyzed the dimension of quality, the usefulness of scientific texts Carranza, Celaya and Carezzano,Carranza, Celaya, Carezzano and Herrera, employed in the teaching and learning of different subjects of the degree program in Biology.
Deficiencies in evaluating and regulating their own understanding. This is the result of small amount of time they spend reading, since some high school students spend less than two hours a day in reading any type of printed material Cadile and Cadile, Number of students who followed the instruction regarding key words and detected the inconsistent proposition.
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Retrieved August 5,from: Metacognitive competence is the link between semantic memory accumulated during the pedagogical cycle and procedural memory which permits the operation of changes in the conceptualization processes which enables the reader to attain higher levels of knowledge Areiza and Henao, The group was made up of a few students skilled in reading comprehension skills, plus several inexpert readers with little capacity to monitor and assess their own understanding.
Reading comprehension was understood as a process that relates content, text and inferences, and is facilitated by metacomprehension or metacognitive processes applied to reading comprehension. Deficiencies in this field prevent students from meeting the demands of academic discourse and work rhythms. A text is not read in the same way if the purpose is to pass the time as it when the aim is to identify main ideas, search for the best title, draw conclusions or make a critical assessment of it.
The reading of texts, especially scientific ones, is a key technique for recovering acquired knowledge and using concepts that activate the memory as well as the ability to reason, and to make sense of and evaluate the cognitive processes developed, that is, for expanding cognitive and metacognitive skills.
Most of the students included a title to the piece, but only one met the three conditions: This was used by students to supplement other didactic materials, and had the aim of promoting a more participatory and active teaching and learning process.
This suggests that difficulties in reading comprehension go beyond the type of resources used Carranza and Celaya, Retrieved September 28,from: This research inquired about the effect of a classroom intervention in metacomprehension strategies, specifically self-questioning, on reading comprehension improvement in third and fourth – graders. The loss of the reading habit in young people may be associated with multiple causes, among which are mentioned disinterest, lack of motivation, socio-economic decline, changes in values and advances in technology.
The degree of awareness or knowledge individuals possess concerning their cognitive processes is a metacognitive activity Flavell,Vargas and Arbelaez, Understanding what is read in the scientific text analyzed here, despite the lack of a good adaptation of the original English version implies that the subject remembers what she already knows, to update and expand the conceptual network.
The rest incorporated inconsistencies, demonstrating an incorrect use of terms and therefore, of concepts; for example, including metazoans and flatworms, condemarln referring only to invertebrates or alluding exclusively to the role of intracavitary fluid see Table I. Developing expertise in reading comprehension. Consequently, they are not able to analyze information in the text or activate the significant knowledge Benito, Understanding is not an all-or-nothing process; students condemari understand in part, to different degrees, or completely.
Brewer EdsTheoretical issues in reading comprehension. Most works are oriented toward the problem of comprehension in early and middle levels of education. Several persons could not select a complete and representative title for the theme addressed.
The remaining gave domprension fragment appropriate titles, and approximately half of the titles given were complete. The text fragment analysis results belonging to 20 students Those students who proceeded correctly applied cognitive and metacognitive skills to understand what they read. In this work, a group of university students were evaluated concerning their competencies and deficiencies in the reading comprehension of a fragment of a scientific text used in one of their courses.
Number and percentage of students who identified the main idea and condemarni subordinate ideas. Some evaluation results indicated that as readers integrate what they already know with new concepts, they become little competent in processing information when they do not monitor and evaluate their cognitive comprennsion.
However, the impact the computer has had in our society has given rise to very different and contrasting opinions.
The cognitive configuration of an individual is built using her own conceptual structure and the semantic information she obtains from the world and the context. Spanish pdf Article in xml format Article references How to cite this article Automatic translation Send this article by e-mail. Textual and cognitive competence was partially developed in the basic cycle. There were differences in reading comprehension between groups of students in the basic stage and those in the upper level of the program.