Strategies for the development of academic text comprehension.

Authors

DOI:

https://doi.org/10.14482/zp.22.6151

Keywords:

Lenguaje, código, signo, lengua, habla

Abstract

This article is a report of an applied and cuasiexperiental research with a mixed paradigm. The research purpose was to make that the students of the first semester belonging to the Programme of Mathematics at the Universidad de Sucre (Colombia), applied cognitive and metacognitive strategies before, during and after reading to enhance information processing. Data was collected through a questionnaire, which showed if students used the strategies proposed by Solé (1998), and from the educational intervention, it is concluded that 76% and 86% of students changed their reading behaviors and were able to understand academic texts by applying reading strategies proposed by Solé (1998). The analysis of the results proved the effectiveness of reading strategies.

Downloads

Download data is not yet available.

Author Biographies

  • Evelyn de Jesús Guerra

    Docente de la Universidad de Sucre, magister en Educación. Departamento de humanidades.

     
  • Carmen Forero Baena,, Universidad de Sucre

    Magister en EducaciónProfesora de tiempo completo,

References

Antolin, M. & Folieres, E. N. (2006). Cómo mejorar el aprendizaje en el aula y poder evaluarlo. Buenos Aires: Cultura Internacional.

Ausubel, D. (1976). Psicología educativa. Un punto de vista cognoscitivo. México: Trillas.

Cooper, D.(1990). Cómo mejorar la comprensión lectora. Madrid: Editorial Antonio Machado.

Cooper, D. E. (1990). Como mejorar la compresión lectora. Madrid: Antonio Machado.

Flavell, J. H. (1987). Speculations about the nature and development of metacognition (pp. 21-19). In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding. Hillsdale, NJ: Eribaum.

Goodman, K. (1982). El proceso de lectura: Consideraciones a través de las lenguas y el desarrollo. En E. Ferreiro & M. Palacio (comp.), Nuevas perspectivas de los procesos de lectura y escritura (pp. 13-28). México: Siglo XXI.

Heit, I. A. (2011). Estrategias metacognitivas de comprensión lectora y eficacia en la asignatura Lengua y Literatura. Tesis de Licenciatura en Psicología, Departamento de Humanidades, Universidad Católica de Argentina. Extraido de http://bibliotecadlgltal.uca.edu.ar/reposltorlo/tesls/estrateglas-metacognltlvas-comprenslon-lectora-helt.pdf.

MEN (1998). Lengua Castellana. Lineamientos Curriculares. Áreas obligatorias y fundamentales. MEN-Magisterio.

Niño, V. M. (2003). Competencias en la comunicación hacia las prácticas del discurso. Bogotá: ECOE.

Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and compre-hension-monitoring activities. Cognition and Instruction, 1, 117-175.

Pinzás, J. (2003). Meta cognición & Lectura (2a. Ed.). Lima: Pontificia Universldad Católica del Perú.

Shardakov, M. N. (1997). Desarrollo del pensamiento en el escolar. México D. F. Gribaldo.

Solé. (1998). Estrategias de lectura. Barcelona: Editorial Grao.

Soto, C. (2003). Meta cognición, cambio conceptual y enseñanza de la ciencia. Magisterlo. Bogotá.

Van Dijk, T. (1980). Estructuras y funciones del discurso. http://es.scrlbd.com/doc/38802593/Estructuras-y-Funclones-Del-Dlscurso-Teun Van-Dljk.

Vygotsky, L. (2000). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.

Downloads

Published

2015-04-09

Issue

No. 22 (2015)

Section

Artículo de investigación

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work