Comprensión lectora en niños en edad escolar. La influencia del mecanismo de actualización. = Reading comprehension in school age children. The influence of updating.
Tipo de material:
ArtículoTema(s): Otra clasificación: - A.01 J82j Raa
- ABSTRACT Successful comprehension of a text requires a reader who generate a coherent situational model of the text (van Dijk and Kintsch, 1983; Johnson Laird, 1983) So he or she should be able to carry out the double task of processing and maintaining the information of the text and to integrate it with that provided by their world knowledge and the inferential processes. In this sense updating is a WM function that allows modifying the content of the memory to attend to a new input. This mechanism is very important to manipulate dynamically the content stored in the WM (Carretti et al., 2005). Methodology: 60 students ranged in age from 9 to 12 years old and divided into 2 groups of good and poor comprehenders from Capital and Gran Buenos Aires schools participated in this study. Results: the results were examined using a T-Student distribution. As it was expected, children with difficulties in reading comprehension abilities performed poorly in updating tasks. They committed perseveration errors and this could be the result of a difficulty to modify the construction of the model in course.
RESUMEN
La comprensión exitosa de un texto requiere de un lector hábil que pueda generar un modelo de situación coherente del texto (van Dijk y Kintsch, 1983; Johnson Laird, 1983) Para esto, deberá poder realizar la doble tarea de procesar y mantener la información del texto para luego integrarla con el resto de la información proveniente de su conocimiento de mundo y de los procesos inferenciales. En este sentido la actualización, como función de la WM que permite modificar el contenido de la memoria para atender un nuevo imput, es fundamental para asegurar la manipulación dinámica del contenido almacenado temporariamente en la WM (Carretti et al., 2005). Se evaluaron 60 sujetos de entre 9 y 12 años de edad de 4o a 7o grado de 1 escuela primaria de CABA y 2 escuelas primarias de la Pcia. de Buenos Aires.Resultados: se utilizó una prueba estadística T de Student para analizar los datos. Los sujetos con dificultades en la comprensión lectora presentaron, tal como se esperaba, un peor rendimiento en la prueba de actualización; demostrando una dificultad para modificar la construcción del modelo en curso.
ABSTRACT
Successful comprehension of a text requires a reader who generate a coherent situational model of the text (van Dijk and Kintsch, 1983; Johnson Laird, 1983) So he or she should be able to carry out the double task of processing and maintaining the information of the text and to integrate it with that provided by their world knowledge and the inferential processes. In this sense updating is a WM function that allows modifying the content of the memory to attend to a new input. This mechanism is very important to manipulate dynamically the content stored in the WM (Carretti et al., 2005). Methodology: 60 students ranged in age from 9 to 12 years old and divided into 2 groups of good and poor comprehenders from Capital and Gran Buenos Aires schools participated in this study. Results: the results were examined using a T-Student distribution. As it was expected, children with difficulties in reading comprehension abilities performed poorly in updating tasks. They committed perseveration errors and this could be the result of a difficulty to modify the construction of the model in course.
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