Procesos cognitivos y comprensión de lectura de textos informativos en estudiantes chilenos de enseñanza secundaria

Alvarado, J. Puente, A., Fernández, MP., & Jiménez, V. (2015). Análisis de los componentes en la adquisición de la lectura en castellano: una aplicación del modelo logístico lineal. [Component análisis in Spanish reading acquisition: an application of the linear logistical model.] Suma Psicológica, 22, 1, 45-52. https://doi.org/10.1016/j.sumpsi.2015.05.006

Álvarez- Cañizo, M., Suárez-Coalla, P. & Cuetos, F. (2017). Reading prosody development in Spanish children. Read Writ 31, 35–52 (2018). https://doi.org/10.1007/s11145-017-9768-7

Arán-Filippetti, V. & López, M. (2016). Predictores de la comprensión lectora en niños y ado-lescentes: el papel de la edad, el sexo y las funciones ejecutivas. [Predictors of Reading comprehension in children and adolescents: the role of age, sex and executive func-tions.] Panamerican Journal of Neuropsychology, 10(1), 23-44. http://www.redalyc.org/articulo.oa?id=439645603003

Basto, F. (2018). La lectura como estrategia de desarrollo de los razonamientos inductivo y de-ductivo, pilares del pensamiento crítico. [Reading as a strategy for developing inductive and deductive reasoning, pillars of critical thinking.] Revista Neuronum, (4)1, 1-12. ISSN: 2422-5193.

Bernacky, M. L, Nokes- Malach, T. J.& Aleven, V. (2015). Examining self- efficacy during learning: variability and relations to behavior, performance and learning. Metacognition Learning, 10, 99-117.

Bizama, M., Saldaño, D., & Rodríguez, C. (2019). Inteligencia fluida, memoria de trabajo, flui-dez y comprensión de lectura en escolares chilenos. [Fluid intelligence, working memory, reading fluency and comprehension in Chilean school children.] Electronic Journal of Research in Educational Psychology, 17(2), 295-316. https://doi.org/10.25115/ejrep.v17i48.225

Bizama, M., Gatica-Ferrero, S., Aqueveque, C.; Arancibia-Gutiérrez, B., & Sáez-Carrillo, K. (2020). Comprensión de lectura de textos informativos de carácter científico en escola-res. [Reading comprehension of scientific expository texts in school children.] Ocnos, 19 (1), 68-79. https://doi.org/10.18239/ocnos_2020.19.1.2156

Boudreaux, M.K. (2016). Survey of developmental students’ print and online metacognitive reading. Educational Research Quarterly, 39, 3-22.

Corso, H. V., Cromley, J. G., Sperb, T., & Salles, J. F. (2016). Modeling the Relationship among Reading Comprehension, Intelligence, Socioeconomic Status, and Neuropsychological Functions: The Mediating Role of Executive Functions. Psychology & Neuroscience, 9(1), 32-45. https://doi.org/10.1037/pne0000036

Cuya-Gomez, C., Huayta-Franco Y. & Flores, E. (2021). Macro-Rules and Reading Comprehen-sion: A Systematic Review. Nat. Volatiles & Essent. Oils, 8(4): 1747-1760.

Davis, N., Lindo, J., & Compton, L. (2007). Children at risk for reading failure. Teaching Ex-ceptional Children at risk for reading failure. Teaching Exceptional Children, 39(5), 32-37. https://doi.org/10.1177/004005990703900505

De-Mier, M., Amado, B., & Benítez, M. (2015). Dificultades en la comprensión de textos expo-sitivos en niños de los primeros grados de la escuela primaria. [Difficulties in reading comprehension of expository texts in children in early primary education.] Psykhe, 24(2). 1-13. https://www.doi.org/10.7764/psykhe.24.2.708

Eliades, M., Mansell, W., & Blanchette, I. (2013). The effect of emotion on statistical reasoning: findings from a base rates task. Journal of Cognitive Psychology, 25(3), 277-282. https://doi.org/10.1080/20445911.2012.761632

Evans, J. & Stanovich, K. (2013). Dual-process theories of higher cognition: advancing the de-bate. Perspectives on Psychological Science, 8(3), 223–241. https://doi.org/ 10.1177/17456916.2012.460685

Fernández, B., Díaz, J., & Cajaraville, J. (2012). Razonamiento geométrico y visualización espa-cial desde el punto de vista ontosemiótico. [Geometric reasoning and spatial visualization from the onto-semiotic viewpoint.] Bolema, 26(42), 39-63. https://doi.org/10.1590/S0103-636X2012000100004

Flores-Macías, C., Jiménez, J. E., & García, E. (2015). Procesos cognoscitivos básicos asociados a las dificultades en comprensión lectora de alumnos de secundaria. [Basic cognitive processes associated with reading comprehension difficulties in secondary students.] RMIE, 20(65), 581-605 http:// www.scielo.org.mx/scielo.php?script=sci_art-text&pid=S1405-66662015000200012&ln¬g=es&tlng=es

García., J. & González., M. (2016): Batería Psicopedagógica Evalúa-8. [Psychopedagogical Battery Evalua-8.] EOS.

Gosselin, J. & Blanchette, I. (2018). L’influence des émotions intégrales positives sur le raisonnement déductif et inductif. [The influence of positive integral emotions on deductive and inductive reasoning.] Revue québécoise de psychologie, 39(2), 245–268. https://doi.org/10.7202/1051230ar

Gundy, M. S. & Berger, M. J. (2015). Towards a model supporting educational change. Interna-tional Journal of Information and Education Technology, 6(3), 232-236.

Horn, J. L. & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized general intelligences. Journal of Educational Psychology, 57(5), 253-270.

Ison, M. & Korzeniowski, C. (2016). El rol de la atención y percepción viso-espacial en el des-empeño lector en la mediana infancia [The role of attention and visuospatial perception in reading performance in middle childhood]. PSYKHE, 25(1), 1-13. http://dx.doi.org/10.7764/psykhe.25.1.761

Jaarsveld, S., & Lachmann, T. (2017). Intelligence and creativity in problem solving: The im-portance of Test Features in Cognition Research. Frontiers in Psychology, 8 (Article 134). https://doi.org/10.3389/ fpsyg.00134

Jiang, H. & Farquharson, K. (2018). Are working memory and behavioral attention equally im-portant for both reading and listening comprehension? A developmental comparison. Read Writ, 31:1449–1477. https://doi.org/10.1007/s11145-018-9840-y

Jiménez-Taracido, L., & Manzanal-Martínez, A. (2018). ¿Aplican los alumnos las estrategias de aprendizaje que afirman aplicar? Control de la comprensión en textos expositivos. [Do students apply the learning strategies that they claim to apply? A control of comprehen-sion in expository texts.] Psicología Educativa, 24(1), 7-13. https://doi.org/10.5093/psed2018a2

Johnson-Laird, P. N. (1999). Deductive reasoning. Annual Review of Psychology, 50, 109–135. https://doi.org/10.1146/annurev.psych.50.1.109

Khemlani, S., Byrne, R., & Johnson-Laird, P. (2018). Facts and possibilities: a model-based the-ory of sentential reasoning. Cognitive Science, 42(6), 1-38. https://doi.org/10.1111/cogs.12634

La Russo, M., Yeon Kim, H., Selman, S., Uccelli, P., Dawson, T., Jones, S., Donovan, S., & Snow, C. (2016). Contributions of Academic Language, Perspective Taking, and Com-plex Reasoning to Deep Reading Comprehension. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1116035

Linn, M. C. & A. C. Petersen. (1985). Emergence and Characterization of Sex Differences in Spatial Ability: A Meta-Analysis", Child Development, 56(6), 1479-1498, https://doi.org/10.2307/1130467

Manghi, D., Arancibia, M., Illanes, O., Herrera, P., & Zamora, M. F. (2014). Medios semióticos y defi¬niciones multimodales en las clases de Ciencias Naturales y Ciencias Sociales en una escuela para jóvenes sordos. [Semiotic means and multimodal definitions in natural and social science classes in a school for deaf young people.] Onomázein, 9, 37-56. https://doi. org/10.7764/onomazein.alsfal.2

Manzanal-Martínez, A. I., Jiménez-Taracido, L., & Flores-Vidal, P. A. (2016). El control de la comprensión lectora de textos científicos: una evaluación en Educación Secundaria. [The control of Reading comprehension in scientific texts: an assessment in secondary educa-tion.] Revista Electrónica de Enseñanza de las Ciencias, 15(2), 192-214. DOI: https://doi.org/10.13140/RG.2.1.4148.4402

Mc Namara, D.S. (2001). Reading both High-Coherence and Low-Coherence Texts: Effects of Text Sequence and Prior Knowledge. Canadian Journal of Experimental Psychology, 55(1), 51-62. https://doi.org/10.1037/h0087352

Meyer, B. J. (1975). Identification of the Structure of Prose and its Implication for the Study of Reading and Memory. Journal of Reading Behaviour, 7, 7-47.

Mousa, M. (2017). The Influence of Inductive Reasoning Thinking Skill on Enhancing Perfor-mance. International Humanities Studies, 4(3). https://www.researchgate.net/publication/319472191_The_Influence_of_Inductive_Reasoning_Thinking_Skill_on_Enhancing_Performance?enrichId=rgreq550540278a76445e6037bea88dd72c82XXX&enrichSource=Y292ZXJQYWdlOzMxOTQ3MjE5MTtBUzo1MzQ5NjA4NTI0NzU5MDRAMTUwNDU1NjAxNDU4MQ%3D%3D&el=1_x_2&_esc=publicationCoverPdf

Ningrum, A.S.B., & Wibowo, S. A. (2017). Intelligence Quotient (IQ) as a Predictor of Reading Comprehension and Writing Achievement of EFL Learners (2017). Humanities and Management Sciences, 5(1), 221-228. https://media.neliti.com/media/publications/135575-EN-intelligence-quotient-iq-as-a-predictor.pdf

OCDE (2019). PISA 2018 Results (Volume I). What Students Know and Can Do. https://doi.org/10.1787/5f07c754-en

Paige, D., Magpuri-Lavell, T., Rasinski, T., & Rupley, W. (2015). Fluency Differences by Text Genre in proficient and struggling Secondary Students. Advances in Literary Study, 3(4), 102-117. https://doi.org/10.4236/als.2015.34016

Platas-García, A., Castro-Manzano, J.M., & Reyes-Meza, V. (2015). Razonamiento y heurísticas en pruebas de comprensión lectora. [Reasoning and heuristics in reading comprehension tests.] Revista de Educación, 371(1), 157-187. http://doi.org/10.4438/1988-592X-RE-2015-371-312

Primor, L., Pierce, M. E., & Katzir, T. (2011). Predicting Reading Comprehension of Narrative and Expository Texts among Hebrew-speaking Readers with and without a Reading Disability. Annals of Dyslexia, 61, 242–268. https://doi.org/10.1007/ s11881-011-0059-8

Ragni, M., Khemlani, S., & Johnson-Laird, P. N. (2014). The evaluation of the consistency of quantified assertions. Memory and Cognition, 42(1), 53-66. https://doi.org/10.3758/s13421-013-0349-y

Raven, J. (2007). Test de matrices progresivas: escala general: cuaderno de matrices; series A, B, C, D Y E. [Progressive matrices test: general scale: matrix notework: series A, B, C, D, and E.] PAIDOS.

Roberts, M. J., Welfare, H., Livermore IV, D. P., & Theadom, A. M. (2000). Context, Visual Salience, and Inductive Reasoning. Thinking & Reasoning, 6(4), 349–374. https://doi.org/10.1080/135467800750038175

Rojas-Barahona, C. (2017). Funciones ejecutivas y educación: comprendiendo habilidades cla-ve para el aprendizaje. [Executive functions and education: understanding key skills for learning.] Ediciones UC.

Rueda, M. R., Conejero, Ángela, & Guerra, S. (2016). Educar la atención desde la neurocien-cia. Pensamiento Educativo [Developing attention through neuroscience: educational thinking], Revista De Investigación Latinoamericana (PEL), 53, 1, 1-16. . https://doi.org/10.7764/PEL.53.1.2016.3

Sesma, H., Mahone, M., & Levine, T. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychol, 15(3), 232-246. https://doi.org/10.1080/09297040802220029

Sexton, C., Gelhorn, L., Bell, A., & Classi, M. (2012). The co-occurrence of reading disorder and ADHD: Epidemiology, treatment, psycho-social impact, and economic burden. Journal of Learning Disabilities, 45(6), 538-564. https://doi.org/10.1177/0022219411407772

Snow, C. (2002). Science and Technology Policy Institute (Rand Corporation) & United States. Reading for Understanding: toward an R & D program in Reading Comprehension. Rand https://www.rand.org/pubs/monograph_reports/MR1465.html

Solano, N., Manzanal, A. & Jiménez-Taracido, L. (2016). Estrategias de aprendizaje, compren-sión lectora y rendimiento académico en Educación Secundaria. [Learning strategies, Reading comprehension and academic achievement in secondary education.] Psicologia Escolar e Educacional. 20, 3, 447-456. http://dx.doi.org/10.1590/2175-3539/2015/02031011

Turkyilmaz, M. (2016). The relationship between reading attitude, metacognitive awareness of reading strategies, personality and self- regulation: A study of modeling. Education, 136(1), 11-18.

Van den Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for Reading Com-prehension: Fostering Text Comprehension Skills in Preschool and Early Elementary School Children. International Electronic Journal of Elementary Education, 4(1), 259-268. https://www.researchgate.net/publication/286613403

Van Vo, D., & Csapó, B. (2020). Development of Inductive Reasoning in Students across School Grade Levels. Thinking Skills and Creativity, 37.

Vásquez, M., Noriega-Biggio, M., & García, S. (2011). Razonamiento espacial y rendimiento académico. [Spatial reasoning and academic achievement.] Interdisciplinaria, 28(1), 145-158. ISSN:0325-8203

Vichiato, T., & García de la Vega, A. (2018). El desarrollo del razonamiento geográfico a través de una propuesta ludo-didáctica en la ciudad. [The developing of geographic reasoning through a a play-teaching proposal in the city.] Didáctica Geográfica, 19, 197-220. https://doi.org/10.21138/DG.422

Yana, M., Arocutipa, A., Alanoca, R., Adco, H., & Yana, N. (2019). Estrategias cognitivas y la comprensión lectora en los estudiantes de nivel básica y superior. [Cognitive strategies and Reading comprehensions in students of basic and higher education.] Revista Innova Educación, 1(2), 211–217. https://doi.org/10.35622/j.rie.2019.02.007

Yildiz, M. & Çetinkaya, E. (2017). The Relationship between Good Readers’ Attention, Read-ing Fluency and Reading Comprehension. Universal Journal of Educational Research 5(3): 366-371. DOI: 10.13189/ujer.2017.050309.

Comments (0)

No login
gif