Comprensión de lectura de textos informativos de carácter científico en escolares

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Ocnos-Revista de Estudios sobre la Lectura Pub Date : 2020-03-31 DOI:10.18239/ocnos_2020.19.1.2156

Marcela Bizama-Muñoz, S. Gatica-Ferrero, C. Aqueveque, Beatriz Arancibia-Gutiérrez, Katia Sáez-Carrillo

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引用次数: 2

Abstract

The purpose of this work was to determine the contribution of fluid intelligence and executive functions such as working memory and inhibitory control and verbal fluency, to the understanding of reading informative texts of a scientific nature in schoolchildren. Likewise, the contribution of syntactic consciousness was analysed, seen as a metalinguistic ability, to reading comprehension of this type of textual structure. A cross-sectional, exploratory-descriptive design of correlational scope was used. The sample included 175 Chilean schoolchildren of both sexes, in their 4th and 5th year of primary education of two educational centres. Measures of fluid intelligence, working memory, inhibition, syntactic awareness and reading comprehension of expository texts were taken. The results show statistically significant, but weak, relationships between fluid intelligence, working memory, inhibition and reading comprehension of informative texts and moderately significant relationships between syntactic awareness and reading comprehension of this type of textual structure.

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学童对科学信息文本的阅读理解

这项工作的目的是确定流动智力和执行功能，如工作记忆、抑制性控制和语言流利性，对理解学童阅读科学性质的信息文本的贡献。同样，分析了句法意识对这类语篇结构的阅读理解的贡献，句法意识被视为一种元语言学能力。采用了相关范围的横断面、探索性描述性设计。样本包括175名智利男女学童，他们在两个教育中心接受小学教育的第四年和第五年。对说明文的流质智力、工作记忆、抑制、句法意识和阅读理解进行了测量。结果表明，在信息文本的流动智力、工作记忆、抑制和阅读理解之间存在统计学上显著但较弱的关系，在这类文本结构的句法意识和阅读理解中存在中等显著的关系。

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