Reading Comprehension I

Broek, P.W. van den; Kendeou, Panayiota

doi:10.1002/9781119705116.ch11

Cited by 10 publications

(8 citation statements)

References 114 publications

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“…Jerarquizar adecuadamente la información supone no solo seleccionar aquella que es relevante sino (y fundamentalmente) inhibir la irrelevante, lo que implica la puesta en marcha de un mecanismo de inhibición y supresión verbal que se ha mostrado ineficiente en malos comprendedores (Abusamra et al, 2008(Abusamra et al, , 2020Borella et al, 2010;Cartoceti, 2012). Generar inferencias, por su parte, es crucial para la construcción de un modelo de situación coherente con el contenido del texto (Cain, 2022;Perfetti & Helder, 2022;van den Broek & Kendeou, 2022).…”

Section: Discussionunclassified

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Tonani,

Chimenti

2023

Cuad. Investig. Educ.

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La comprensión de textos es una habilidad compleja que se aprende a lo largo de la vida, requiere enseñanza explícita y es central en la escuela por su potencial epistémico. En este trabajo se presenta una revisión sistemática de propuestas destinadas a enseñar y a comprender textos a estudiantes hispanohablantes de nivel secundario, en el contexto iberoamericano en el período 2012-2022. Se localizaron 14 estudios que cumplieron con los criterios de inclusión y que refieren a 12 propuestas de enseñanza. Se identificaron distintas actividades y se encontró que las más frecuentes promueven las habilidades de jerarquización de la información y de generación de inferencias. Además, se observó que en la mayoría de las propuestas se combinan actividades orientadas al desarrollo de habilidades cognitivas y metacognitivas, se trabaja con textos expositivos, y las secuencias didácticas se suelen estructurar en torno a la enseñanza explícita de estrategias de comprensión. Teniendo en cuenta que las propuestas revisadas tienden a implementarse al comienzo de la escolaridad secundaria, y que en solo tres casos el desarrollo de prácticas de lectura se combina con la enseñanza de contenidos curriculares, la presente revisión pone en evidencia que se requieren estudios que promuevan el abordaje de la comprensión de textos en conjunto con la enseñanza de los contenidos propios de las distintas asignaturas, en especial en los últimos años de la escuela secundaria.

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Section: Discussionunclassified

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Tonani,

Chimenti

2023

Cuad. Investig. Educ.

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“…work together with emotion and aesthetic reactions in generating a ‘mental representation of the text’, and show the interdependence of reading and the physical structure of the brain. (van den Broek and Kremer, 1999: 2). Scholars like Robert Storey (1996) and Nancy Easterlin (2012) explicityly call for a biocultural, evolutionary approach to literature, resonating with extending Brian Boyd's (2009) earlier argument in On the Origin of Stories: Evolution, Cognition, and Fiction .…”

Section: New Developmentsmentioning

confidence: 98%

Cultures of reading: Then and now

Jin

2023

International Journal of Cultural Studies

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The political implications of reading practices have been a key concern in cultural studies since its beginning. Studying the process of reading, in various media and generic contexts, is crucial to understanding how cultural forces are coded in everyday experiences and to intervening effectively in these forces. I argue that studies of reading benefit significantly from the combination of sociological and phenomenological approaches. This mixed approach was visible from the earliest stages of cultural studies, but became a conscious development in recent work. Interdisciplinary attention to reading not only contributes to the methodological syncretism inherent in cultural studies, but is also a matter of political urgency. Many people around the world, including those in contemporary China, are confronted with affective challenges that cannot be tackled without intimate knowledge of how people are affected by reading.

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“…Our analyses do not permit causal inferences, but we can speculate about this pattern of findings. As noted in the Introduction, individual differences in reading comprehension are associated with a range of cognitive and linguistic factors including working memory and other executive skills, inference making, problem solving, and integrating background knowledge as a mental model in constructed from text (e.g., Cain, 2022;van den Broek & Kendeou, 2022).…”

Section: Difficulties Across Educational Domainsmentioning

confidence: 99%

“…Second, shared associations between reading comprehension and educational outcomes could also reflect that reading comprehension performance is the product of many cognitive skills that are likely relevant for academic attainment. Beyond decoding and linguistic knowledge, these include working memory, executive, reasoning, and inferential skills (Castles et al, 2018;Perfetti & Stafura, 2014;van den Broek & Kendeou, 2022), as well as domain-specific knowledge relating to the text and tasks (Catts & Kamhi, 2014). Thus, reading comprehension performance may be a good predictor of educational outcomes as both draw heavily upon the same set of skills.…”

Section: Introductionmentioning

confidence: 99%

What are the long-term prospects for children with comprehension weaknesses? A registered report investigating education and employment outcomes

James,

Thompson,

Bowes

et al. 2024

Preprint

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Reading is a key gateway to learning, enabling independent access to a range of educational materials. Thus, reading difficulties leave a child particularly vulnerable to academic problems in later schooling and beyond. However, while there is good awareness of children with word reading difficulties within the education system, much less is known about the children who struggle to comprehend texts despite having adequate word reading skills. In this registered report, we investigated the later education and occupational outcomes of 947 children initially identified as having poor reading comprehension at 8-9 years from the Avon Longitudinal Study of Parents and Children (ALSPAC), compared to peers not identified as having a specific reading difficulty (n = 4,516) and those with word reading weaknesses (n = 1,383). We observed that children with comprehension weaknesses (1) were less likely than typical readers to meet UK national educational targets as they progressed through education, with more marked differences for mathematics and science than English; (2) had poorer qualifications at the point of leaving compulsory education, which were comparable to children with word reading weaknesses; and (3) were the group at greatest risk of being out of employment, education and training at age 20. However, there was considerable variability in outcomes, with much of the risk shared with socio-demographic factors. The results address an important gap in knowledge regarding the functional consequences of reading comprehension difficulties in mid-childhood, and inform discussions concerning the need for identification and targeted support in classroom settings.

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Reading Comprehension I

Cited by 10 publications

References 114 publications

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Enseñar a comprender textos en la escuela secundaria: una revisión sistemática

Cultures of reading: Then and now

What are the long-term prospects for children with comprehension weaknesses? A registered report investigating education and employment outcomes

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