Metacomprehension skills depend on the type of text: An analysis from Differential Item Functioning

• José Antonio León ^[1] ; José Ángel Martínez-Huertas ^[1] ; Ricardo Olmos ^[1] ; José David Moreno ^[1] ; Inmaculada Escudero ^[2]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  2. [2] Universidad de Educación a Distancia
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 31, Nº. 1, 2019, págs. 66-72
• Idioma: inglés
• Títulos paralelos:
  • Las habilidades metacomprensivas dependen del tipo de texto: un análisis desde el Funcionamiento Diferencial de los Ítems
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Antecedentes: la metacomprensión supone la habilidad que uno mismo posee para juzgar su grado de aprendizaje y comprensión de un texto, adquiriendo una gran importancia en la comprensión lectora. Dado que los procesos de comprensión se encuentran infl uenciados por las características de los textos, el objetivo de este estudio fue analizar si diferentes tipos de texto afectan de manera signifi cativa a la habilidad metacomprensiva de estudiantes de distintos niveles de Educación Primaria. Método: un total de 823 estudiantes de 4º y 6º de Primaria (9 y 11 años) leyeron tres textos diferentes (narrativo, expositivo y discontinuo) tomados de la prueba estandarizada de comprensión lectora ECOMPLEC.Pri (León, Escudero, y Olmos, 2012). Los estudiantes fueron clasifi cados por su nivel de metacomprensión obtenido en la prueba. Un Análisis Diferencial del Ítem (DIF) se aplicó para analizar si los procesos de comprensión lectora y de metacomprensión difi eren entre tipos de texto y niveles académicos de los participantes. Resultados: los resultados mostraron una notable divergencia en el rendimiento metacognitivo del texto narrativo frente a los textos expositivo y discontinuo. Estas diferencias estaban relacionadas con el nivel académico. Conclusión: el tipo de texto puede tener un gran impacto en las habilidades de metacomprensión y, consecuentemente, en el aprendizaje de textos.

  • English

    Background: Metacomprehension skills determine an individual reader’s ability to judge their degree of learning and text comprehension and have considerable importance in their ability to learn from reading. Given that many comprehension processes are infl uenced by text characteristics, the aim of the present study was to analyze whether different types of text have signifi cant impact on metacomprehension skills at two different points in primary education. Method: A total of 823 students (4th and 6th years of primary school, 9 to 11 years old) read three different texts (narrative, expository and discontinuous texts) taken from ECOM-PLEC.Pri, a standardized Spanish test for reading comprehension (León, Escudero, & Olmos, 2012). Students were classifi ed by their metacomprehension skills. A Differential Item Functioning (DIF) analysis was conducted in order to analyze whether the underlying reading comprehension and metacomprehension processes differed across text types. Results: Results showed a considerable divergence of performance for reading narrative texts as opposed to expository and discontinuous texts. These differences were related to academic level. Conclusion: Text characteristics such as the type of text can have a great impact on metacomprehension skills and, consequently, on learning

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