El conocimiento de la estructura del texto discrimina a los buenos lectores de los peores. Una instrucción centrada en la estructura del texto debería facilitar la comprensión de la lectura. Se plantea una investigación cuyo objeto es ver los resultados de entrenar a los lectores menos diestros en fijar su atención en la estructura de los textos. El entrenamiento se centró en la enseñanza de la realización de diagramas de flujo utilizando las partículas como marcadores lógicos y estructurales del texto. Se demuestra que el empleo de diagramas de flujo como herramienta para buscar la estructura del texto y reconocer sus indicadores es útil y mejora las estrategias de lectura.
Get full access to this article
View all access options for this article.
References
1.
AllessiS. M.AndersonT. H.GoetzE. T.«An investigation of lookbacks during studying».Discurse Processes, 1979, 2, 197, 212.
2.
AndersonJ. R.Language, memory and thought. Hillsdale, N. J.; Erlbaum, 1976.
AndersonT. H.ArmsbrusterB. B. «Studying» (Tech. Rep. n.o 155) Urbana: University of Illionis, Center for the Study of Reading, enero 1980.
5.
ArmbrustkrB. B. «An investigation of the effectiveness of “mapping” text as a studying strategy for middle school children» Tesis doctoral inédita. Universidad de Illinois, 1979.
6.
ArmbrusterB. B.AndersonsT. H. «The effect of mapping on the free recall of expository text (Tech. Rep. n.o 160)». Urbana: University de Illinois, Center for the Study of Reading, febrero 1980. (Eric Document Reproduction Service n.o Ed 182 735).
7.
BakerL. «Comprehension monitoring: Identifying and copying with text confusions» (Tech. Rep. n.o 145). Urbana: University of Illinois, Center for the Study of Reading, septiembre 1979. (Eric Document Reproduction Service n.o ED 177 525).
8.
BartlettB. J. «Top-level structure as an organizational structure for recall of classroom test». Tesis doctoral inédita. Universidad de Arizona, 1978.
9.
BirdM. «Reading comprehension strategies: A direct teaching approach». Tesis doctoral inédita. Universidad de Toronto, 1980.
10.
BrownA. L.CampioneJ. C.DayJ. D.«Learning to learn: On training students to learn from texts».Educational Researcher, 1981, 10, 14–21.
11.
CrothersE. J.«Inference and coherence». Discourse Processes, 1978, 1, 51–57.
12.
EamonD. B.«Selection and recall of topical information in prose by better and poorer readers».Reading Research Quarterly.1978–79, 14, 244–257.
13.
EntinE. B.KlareG. B.«Components of answers to multiple-choice question on a published reading comprehension test: An application of the Hanna-Oaster Approach».Reading Research Quarterly, 1980, 15, 228–236.
14.
GevaE. «Meta-textual notion and reading comprehension». Tesis doctoral inédita. Universidad de Toronto, 1980.
15.
GreenoJ. G.«Natures of problem solving abilities». EnEstesW. K. (Ed.). Handbook of learning and cognitive processes (Vol. 5). Hillsdale, N. J.: John Wiley & Sons, 1978.
16.
HallidayM. A. K.HassanR.Cohesion in English.Londres: Logman, 1976.
17.
IrwingJ. W.«The effects of explicitness and clause order on the comprehension of reversible causal relationships».Reading Research Quarterly, 1980, 15(4), 477–488.
18.
KintschW.The representation of meaning in memory.Hillsdale N J: Erlbaum, 1974.
19.
KintschW.Van DijkT. A.«Toward a model of text comprehesion and production».Psychological Review, 1978, 85, 363–394.
20.
MarshallN. «The structure of semantic memory for text». Tesis doctoral inédita. Cornell University, 1976.
21.
MarshallN.GlockM. D.«Comprehension of connected discourse: A study into the relationship between the structure of text and information recalled».Reading Research Quarterly, 1978–79 (14), 10–56.
22.
McclureE.MasonJ.BarnitzJ.«An exploratory study of story structure and age effects on children's ability to sequence stories».Discourse Processes, 1979, 2, 213–249.
23.
MeyerB. J. F.The organisation of prose and its effects on memory, Nueva York: American Elsevier, 1975.
24.
MeyerB. J. F.BrandtD. M.BluthG. J.«Use of top-level structure in text: Key for reading comprehension of ninth-grade students».Reading Research Quarterly, 1980, 15, 72–103.
NormanD. A.RumelhartD. E.Explorations in cognition.San Francisco: W. H. Freeman, 1975.
28.
OlshavskyJ. N. E.«Reading as problem solving: An investigation of strategies».Reading ResearchQuarterly, 1976–77, 12, 654–674.
29.
PedhazurE. J.Multiple regression in behavioral research-explanation and prediction. Nueva York, Holt Rinehart and Winston, 1982.
30.
RaybornK. G.ThompsonL. J.«The effect of introductory courses in the teaching of reading on college students' ability to read». EnMcninchG. H.MillerW. D. (Eds.). Reading: Convention and inquiry.Clemson, SC: National Reading Conference, 1975.
31.
RigneyJ. W.MunroeA. «On cognitive strategies for processing texts». (Tech. Rep. n.o 80.) Berkeley: Behavioral Technology Laboratories, Department of Psychology. Universidad de Southern, California, marzo 1977.
32.
RobertsonJ. E. «An investigation of pupil understanding of connectives in reading». Tesis doctoralinédita. Universidad de Alberta, 1966.
33.
SchwartzR. M. «Levels of processing: The strategic demands of reading comprehension» (Tech. Repn. N.o 135) Urbana, Universidad de Illinois, Center for the Study of Reading, agosto 1979.
34.
SorthE. J. «A self instructional approach to remediating less-skilled readers' use of story schema, causal attributions and expectations for success». Tesis doctoral inédita, Universidad de Notre Dame, 1981.
35.
SmithE. E. «Organization of factual Knowledge» (Tech. Rep. 185). Urbana, Universidad de Illinois, Center for the Study of Reading, octubre 1980.
36.
SpiroR. J. «Etiology of reading comprehension» (Tech. Rep. n.o 124). Urbana, Universidad de Illinois, Center for the Study of Reading, mayo 1979.
37.
TaylorB. M.«Good and poor readers' recall of familiar and unfamiliar text».Journal of Reading Behavior, 1979, 11, 375–380.
38.
TrabassoT. «On the making of inferences during reading and their assessment» (Tech. Rep. n.o 157). Urbana: Universidad de Illinois. Center for the Study of Reading. Enero 1980.
39.
TrabassoT.SeccoT.VanDENBroekP.«Causal cohesion and story coherence». EnMandlH.SteinN. J.TrabassoT. (Eds.). Learning and comprehension of text. Hillsdale, N. J.: Lawrence Erlbaum Associates, en prensa.
