Una comparación del control de comprensión en lectores más y menos competentes

• Autores: Diane L. August, John H. Flavell, Reneé Clift
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 31-32, 1985, págs. 129-144
• Idioma: español
• DOI: 10.1080/02103702.1985.10822088
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Los lectores poco competentes tienen dificultades para evaluar su propia comprensión. El propósito de este trabajo es intentar definir los factores que contribuyen a este pobre control de la comprensión comparando lectores competentes y menos competentes de grado medio, mediante una tarea de comprensión de historias inconsistentes a las que falta una parte. Los lectores menos competentes eran significativamente peores en la tarea de identificar cuál era la historia inconsistente, colocar la hoja que faltaba y arreglar la historia. Esto parece ser debido a una dificultad en la integración del material del texto. Sin embargo, no se encontraron diferencias significativas en el recuerdo de la información crucial.

  • English

    Poor readers have difficulties evaluating their own text comprehension. The purpose of the present study was to attempt to define factors contributing to this poor control of comprehension when comparing competent and less competent middle school readers. The task involved the comprehension of inconsistent stories which had some part missing. Less competent readers were found to be significantly worse at:

    identifying the inconsistent story, put the missing page in place, and sort out the story.

    This seems to be due to a difficulty in integrating text material. However, students� capacity to recall crucial text information did not differ significantly

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