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Lectura conjunta, pensamiento en voz alta y conprensiĆ³n lectora
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| 94.11 MB | Adobe PDF |
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Abstract(s)
En estatesis se han estudiado losefectos de dos intervenciones y sus interacciones en variables relacionadas con Ia comprensĆĆ³n lectora. La primera intervencĆĆ³n estĆ” basada en Ia nociĆ³n de lectura conjunta, en Ia que, por mĆ©dio de distintas mediaciones, se intenta facilitar Ia partĆcipaciĆ³n progresiva de los alumnos en Ias tareas y procesos asociados a Ia comprensĆĆ³n. Se trata de ofrecer a los alumnos, durante su lectura, ayudas que destacan Ia estructura dei texto y sus contenidos principales. La segunda intervencĆĆ³n consiste en invitar a los lectores, ai final de cada frase, a pensar en voz alta en Io que han leĆdo. Los 69 sujetos de 8o de Ia muestra han sido distribuĆdos por 4 condiciones, una de control, una para cada una de Ias intervenciones y otra en Ia que los alumnos recibĆan ambos tratamientos simultaneamente.
Los datos han mostrado que Ias ayudas han sido eficaces en Ias medidas asociadas a Ia memĆ³ria (organizaciĆ³n de los resĆŗmenes y nĆŗmero de Ćdeas centrales presentes en ellos)y Ia comprensiĆ³n literal (respuestas a preguntas de tipo literal) dei texto, pĆŖro no en Ias medidas de comprensiĆ³n inferencial. El pensamĆento en voz alta, a pesar de no haber sido eficaz en Ia mejora de Ia memĆ³ria dei texto, si Io ha sido en Ia calidad de Ias respuestas a preguntas literalesy, de una forma marginalmente significativa, en Ias respuestas a preguntas de tipo inferencial. Se han encontrado algunas interacciones entre los dos tratamientos.
Se han analizado tambiĆ©n los protocolos de pensamiento en voz alta, que han revelado Ia opciĆ³n por Ia utilizaciĆ³n de parĆ”frasis como Ia mĆ”s habitual. Sin embargo, los "tipos de pensamiento en voz alta cuya utilizaciĆ³n parece haber sido mĆ”s estratĆ©gica han sido Ias autoexplicaciones y Ias recuperaciones de informaciĆ³n. El hecho de que los alumnos recĆbieran ayudas ha aumentado Ia cantidad de recuperacĆones que han producido.
En los apartados finales, se presentan reflexiones respecto de Ias implĆcaciones de los datos para ia teoria y Ia prĆ”ctica educativas y se apuntan algunas lĆmitaciones dei estĆŗdio y sugerencĆas para futuras investigaciones.
------ ABSTRACT ------ In this thesis, the effects of two kinds of intervention and their interactions in the reading comprehension process were studied. The former intervention is based on the concept of "joint reading", in which, by means of different kinds of mediations, an attempt is made in order to facilitate the gradual participation of learners in comprehension tasks and processes. This is done by offering readers aids that enlighten both the text structure and its main content. The latter intervention consists in inviting students to think out aloud at the end of each sentence.
Sixty nine students from eight grade of two different schools were distributed by four different conditions, a control condition, two groups that received each one of the interventions and another group that received them both.
Data has shown that aids were effective in terms of memory of text and answers to literal questions, but were not in terms of answers to inferential questions. Thinking aloud was not effective in terms of text memory measurements, but it did have effects in the results students achieved in answering literal and inferential questions (in the latter case, the values found were only dose to statistical significance). The interaction between both treatments was significant in the case of some dependent variables.
The think aloud protocols were analyzed, revealing that, generally, students produced mostly paraphrases. Nevertheless, the kind of thinking aloud that seemed to be more strategically used were self-explanations and reinstatements of information. Furthermore, whenever students were given aids, the amount of reinstatement they produced increased.
In the final chapters, the relevance of findings to educational theory and practice Ćs discussed and explored. Some limitations of the study are identified and suggestions for future investigation are made.
Description
Tese de Doutoramento apresentada ao Departamento de Psicologia Evolutiva Y de la EducaciĆ³n, Universidade de Salamanca
Keywords
Leitura Ensino CompreensĆ£o da leitura Leitura conjunta Pensamento em voz alta Reading Teaching Reading compreension Joint Reading Thinking in high voice