Adolescentes pobres lectores. Evaluación de procesos cognoscitivos básicos
Palabras clave:
Lectura, comprensión lectora, adolescentes.Agencias de apoyo:
CONACYT, Agencia Española de Cooperación Internacional (AECI)Resumen
Diferentes estudios identifican a un grupo de lectores que, pese a leer adecuadamente las palabras y tener buenas habilidades fonológicas (lo que los distingue de una población con dislexia), no logran una buena comprensión, se les conoce como pobres lectores. El objetivo de este estudio es establecer en qué procesos cognoscitivos básicos asociados a la lectura residen las dificultades de un grupo de adolescentes pobres lectores. El estudio, comparativo transversal, se realizó con una muestra de estudiantes de primero de secundaria a primero de bachillerato, a quienes se les ubicó en uno de dos grupos: normolector o pobre lector por su rendimiento en una prueba de comprensión lectora; ambos grupos se igualaron por coeficiente intelectual, edad y número de hombres y mujeres. En forma individual se aplicó el Sicole-R, batería multimedia que evalúa procesos cognoscitivos básicos vinculados a la lectura. Los resultados indican que los alumnos pobres lectores se distinguen de los normo lectores por mostrar un desempeño menor de conciencia fonológica, procesamiento ortográfico y procesamiento sintáctico, pero sólo en el último proceso las diferencias son estadísticamente significativas.Descargas
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Referencias
Bentin, S., Deutsch, A. y Liberman, I. Y. (1990). Syntactic competence and reading ability in children. Journal of Experimental Child Psychology, 49(1), 147-172.
Borella, E., Carretti, B., y Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43(6), 541-552.
Brown, A. L., Day, J. D. y Jones, R. S. (1983).The development of plans for summarizing texts. Child Development, 49, 1076-1088.
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied psycholinguistics, 28(4), 679-694.
Cain, K., Oakhill, J. y Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1-2), 31-56.
Cain, K. y Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696.
Cain, K., Oakhill, J. V. y Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681-694.
Cain, K., Oakhill, J. y Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671-681.
Carretti B., Cornoldi C., De Beni, R. y Romanò M. (2005). Updating in working memory: A comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91(1), 45-66.
Cattell, R. B. y Cattell, A. K. S. (1989). Test de Factor “g”. Escala 2. (Cordero, De la Cruz, y Seisdedos, Trads.). Madrid: T.E.A. Ediciones. (Trabajo original publicado en 1950).
Catts, H. W., Adlof, S. M. y Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293.
Cragg, L. y Nation, K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26(1), 55¬-72.
Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4) 450-466.
Daneman, M. y Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology Learning, Memory, and Cognition, 9(4) 561-584.
De Beni, R., Palladino, P., Pazzaglia, F. y Cornoldi, C. (1998). Increases in intrusion errors and working memory deficit of poor comprehenders. The Quarterly Journal of Experimental Psychology, 51(2), 305-320.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22, 389-406.
Ehri, L. C. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9(2), 167-188.
Ehri, L. C., Nunes, S. R., Stahl, S. A. y Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.
Flores, R., Jiménez, J. y García, E. (2014). Procesos cognoscitivos asociados a las dificultades en comprensión lectora en alumnos de secundaria. Manuscrito presentado para su publicación.
Flores, R. Otero, A., Lavallée M. y Otero, F. (2010). Lectura Inteligente: Un software para apoyar la formación de lectores en la escuela secundaria. México: Universidad Nacional Autónoma de México.
Fuchs, L. S., Fuchs, D., Hosp, M. K. y Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
García, E., Jiménez, J. E., González, D. y Jiménez-Suárez, E. (2013). Problemas de comprensión en el alumnado de Educación Primaria y Educación Secundaria Obligatoria: un estudio de prevalencia en español. European Journal of Investigation in Health, Psychology and Education, 3(2), 113-123.
González, M. D. (2012) Prevalencia e indicadores cognitivos y familiares de la dislexia en adolescentes. (Tesis doctoral, Universidad de La Laguna, Tenerife). Recuperado de ftp://tesis.bbtk.ull.es/ccssyhum/cs377.pdf
González, M. D., Jiménez J. E., Díaz, M. A. y Rodríguez, C. R. (2011). Batería multimedia Sicole-R-ESO para la evaluación de los procesos cognitivos asociados a la dislexia. En C. González (Dir.) Nuevas Tendencias en TIC y Educación (pp. 110-121). España: Bubok Publishing.
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: LEA.
Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing, 16(6), 505-539.
Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marquis, J. G., Mark, C. A., y Stribling, J. W. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32(1), 21-38.
Instituto Nacional para la Evaluación de la Educación. (2010). México en PISA 2009. México: Autor.
Jiménez J. E., de la Cadena, C. G., Bizama, M., Flores, R., Zambrano, R. y Frugone, M. (2013). Un enfoque transcultural en el estudio de las dificultades de aprendizaje en lectura: los casos de España, Guatemala, Chile, Ecuador y México. Revista de Psicología y Educación, 8(2), 13-29.
Jiménez, J. E. y García, E. (2012). Evaluación asistida a través del ordenador en la dislexia. En J. Jiménez (Coord.). Dislexia en español: prevalencia e indicadores cognitivos, culturales, familiares y biológicos (pp. 212-235). Madrid: Pirámide.
Jiménez, J. E., García, E., Estévez, A., Díaz, A., Ortiz, R., Rodrigo, M., Guzmán, R., Hernández-Valle, I. y Hernández, S. (2004). An assessment of syntactic-semantic processing in developmental dyslexia. Electronic Journal of Research in Educational Psychology, 2(2), 127-142.
Jiménez, J. E. y Hernández-Valle, I. (2012). Indicadores cognitivos de la dislexia. En J. E. Jiménez (Coord.) Dislexia en español: prevalencia e indicadores cognitivos, culturales, familiares y biológicos (pp. 45-78). Madrid: Pirámide.
Jiménez, J. E., Rodríguez, C., Guzmán R. y García, E. (2010). Desarrollo de los procesos cognitivos de la lectura en alumnos normolectores y alumnos con dificultades específicas de aprendizaje. Revista de Educación, 353, 361-386.
Jiménez, J. E., Rodríguez, C. y Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile and home literacy experiences. Journal of Experimental Child Psychology, 103(2), 167-185.
Leikin, M. y Bouskila, O. A. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers. Reading and Writing, 17(7-8), 801-822.
Marshall, C. M. y Nation, K. (2003). Individual differences in semantic and structural errors in children's memory for sentences. Educational and Child Psychology, 20(3), 7-18.
Mokhtari, K. y Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Reading Research and Instruction, 46(1), 73-94.
Nation, K., Clarke, P., Marshall, C. M. y Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairments? Journal of Speech, Language, and Hearing Research, 47(1), 199-211.
Nation, K., Snowling, M. J. y Clarke, P. J. (2007). Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension. Advances in Speech-Language Pathology, 9(2), 131-139.
Nation, K. y Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85-101.
Nation, K. y Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241.
Oakhill, J. V., Cain, K. y Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468.
Oakhill, J., Hart, J. y Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7-9), 657-686.
Oakhill, J., Yuill, N. y Parkin, A. (1986). On the nature of the difference between skilled and less‐skilled comprehenders. Journal of Research in Reading, 9(2), 80-91.
Ortiz, R., Jiménez, J. E., Muñetón, M., Rojas, E., Estévez, A., Guzmán, R., Rodríguez, C. y Naranjo, F. (2008). Desarrollo de la percepción del habla en niños con dislexia. Psicothema, 20(4), 678-683.
Palladino, P., Cornoldi, C., De Beni, R. y Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29(2), 344-354.
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A. y Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27.
Rasinski, T. y Samuels, J. (2011). Reading fluency: What is and what is not. En S. J. Samuels y A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 94-114). Newark, DE: International Reading Association.
Rodrigo, M., Jiménez, J.E., García, E., Díaz, A., Ortiz, M.R., Guzmán, R., Hernández-Valle, I., Estévez, A. y Hernández, S. (2004). Assessment of orthographical processing in Spanish children with dyslexia: The role of lexical and sublexical units. Electronic Journal of Research in Educational Psychology, 2(2), 105-126.
Sánchez, E. (1988). Aprender a leer y leer para aprender: Características del escolar con pobre capacidad de comprensión. Infancia y Aprendizaje, 11(44), 35-57.
Siegel, L.S. (1994). Working memory and reading: A lifespan perspective. International Journal of Behavioral Development, 17(1), 109-124.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Swanson, H.L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504-532.
Tan, A. y Nicholson, T. (1997). Flashcards revisited: Training poor readers to read word faster improves their comprehension of text. Journal of Educational Psychology, 89(2), 267-288.
Taylor, N. A., Greenberg, D., Laures-Gore, J. y Wise, J. C. (2012). Exploring the syntactic skills of struggling adult readers. Reading and Writing, 25(6), 1385-1402.
Borella, E., Carretti, B., y Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43(6), 541-552.
Brown, A. L., Day, J. D. y Jones, R. S. (1983).The development of plans for summarizing texts. Child Development, 49, 1076-1088.
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied psycholinguistics, 28(4), 679-694.
Cain, K., Oakhill, J. y Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13(1-2), 31-56.
Cain, K. y Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696.
Cain, K., Oakhill, J. V. y Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681-694.
Cain, K., Oakhill, J. y Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671-681.
Carretti B., Cornoldi C., De Beni, R. y Romanò M. (2005). Updating in working memory: A comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91(1), 45-66.
Cattell, R. B. y Cattell, A. K. S. (1989). Test de Factor “g”. Escala 2. (Cordero, De la Cruz, y Seisdedos, Trads.). Madrid: T.E.A. Ediciones. (Trabajo original publicado en 1950).
Catts, H. W., Adlof, S. M. y Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293.
Cragg, L. y Nation, K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26(1), 55¬-72.
Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4) 450-466.
Daneman, M. y Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology Learning, Memory, and Cognition, 9(4) 561-584.
De Beni, R., Palladino, P., Pazzaglia, F. y Cornoldi, C. (1998). Increases in intrusion errors and working memory deficit of poor comprehenders. The Quarterly Journal of Experimental Psychology, 51(2), 305-320.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22, 389-406.
Ehri, L. C. (2005). Learning to read words: Theory, findings and issues. Scientific Studies of Reading, 9(2), 167-188.
Ehri, L. C., Nunes, S. R., Stahl, S. A. y Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.
Flores, R., Jiménez, J. y García, E. (2014). Procesos cognoscitivos asociados a las dificultades en comprensión lectora en alumnos de secundaria. Manuscrito presentado para su publicación.
Flores, R. Otero, A., Lavallée M. y Otero, F. (2010). Lectura Inteligente: Un software para apoyar la formación de lectores en la escuela secundaria. México: Universidad Nacional Autónoma de México.
Fuchs, L. S., Fuchs, D., Hosp, M. K. y Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
García, E., Jiménez, J. E., González, D. y Jiménez-Suárez, E. (2013). Problemas de comprensión en el alumnado de Educación Primaria y Educación Secundaria Obligatoria: un estudio de prevalencia en español. European Journal of Investigation in Health, Psychology and Education, 3(2), 113-123.
González, M. D. (2012) Prevalencia e indicadores cognitivos y familiares de la dislexia en adolescentes. (Tesis doctoral, Universidad de La Laguna, Tenerife). Recuperado de ftp://tesis.bbtk.ull.es/ccssyhum/cs377.pdf
González, M. D., Jiménez J. E., Díaz, M. A. y Rodríguez, C. R. (2011). Batería multimedia Sicole-R-ESO para la evaluación de los procesos cognitivos asociados a la dislexia. En C. González (Dir.) Nuevas Tendencias en TIC y Educación (pp. 110-121). España: Bubok Publishing.
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: LEA.
Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing, 16(6), 505-539.
Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marquis, J. G., Mark, C. A., y Stribling, J. W. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32(1), 21-38.
Instituto Nacional para la Evaluación de la Educación. (2010). México en PISA 2009. México: Autor.
Jiménez J. E., de la Cadena, C. G., Bizama, M., Flores, R., Zambrano, R. y Frugone, M. (2013). Un enfoque transcultural en el estudio de las dificultades de aprendizaje en lectura: los casos de España, Guatemala, Chile, Ecuador y México. Revista de Psicología y Educación, 8(2), 13-29.
Jiménez, J. E. y García, E. (2012). Evaluación asistida a través del ordenador en la dislexia. En J. Jiménez (Coord.). Dislexia en español: prevalencia e indicadores cognitivos, culturales, familiares y biológicos (pp. 212-235). Madrid: Pirámide.
Jiménez, J. E., García, E., Estévez, A., Díaz, A., Ortiz, R., Rodrigo, M., Guzmán, R., Hernández-Valle, I. y Hernández, S. (2004). An assessment of syntactic-semantic processing in developmental dyslexia. Electronic Journal of Research in Educational Psychology, 2(2), 127-142.
Jiménez, J. E. y Hernández-Valle, I. (2012). Indicadores cognitivos de la dislexia. En J. E. Jiménez (Coord.) Dislexia en español: prevalencia e indicadores cognitivos, culturales, familiares y biológicos (pp. 45-78). Madrid: Pirámide.
Jiménez, J. E., Rodríguez, C., Guzmán R. y García, E. (2010). Desarrollo de los procesos cognitivos de la lectura en alumnos normolectores y alumnos con dificultades específicas de aprendizaje. Revista de Educación, 353, 361-386.
Jiménez, J. E., Rodríguez, C. y Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile and home literacy experiences. Journal of Experimental Child Psychology, 103(2), 167-185.
Leikin, M. y Bouskila, O. A. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers. Reading and Writing, 17(7-8), 801-822.
Marshall, C. M. y Nation, K. (2003). Individual differences in semantic and structural errors in children's memory for sentences. Educational and Child Psychology, 20(3), 7-18.
Mokhtari, K. y Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Reading Research and Instruction, 46(1), 73-94.
Nation, K., Clarke, P., Marshall, C. M. y Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairments? Journal of Speech, Language, and Hearing Research, 47(1), 199-211.
Nation, K., Snowling, M. J. y Clarke, P. J. (2007). Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension. Advances in Speech-Language Pathology, 9(2), 131-139.
Nation, K. y Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85-101.
Nation, K. y Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241.
Oakhill, J. V., Cain, K. y Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468.
Oakhill, J., Hart, J. y Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7-9), 657-686.
Oakhill, J., Yuill, N. y Parkin, A. (1986). On the nature of the difference between skilled and less‐skilled comprehenders. Journal of Research in Reading, 9(2), 80-91.
Ortiz, R., Jiménez, J. E., Muñetón, M., Rojas, E., Estévez, A., Guzmán, R., Rodríguez, C. y Naranjo, F. (2008). Desarrollo de la percepción del habla en niños con dislexia. Psicothema, 20(4), 678-683.
Palladino, P., Cornoldi, C., De Beni, R. y Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29(2), 344-354.
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A. y Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27.
Rasinski, T. y Samuels, J. (2011). Reading fluency: What is and what is not. En S. J. Samuels y A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 94-114). Newark, DE: International Reading Association.
Rodrigo, M., Jiménez, J.E., García, E., Díaz, A., Ortiz, M.R., Guzmán, R., Hernández-Valle, I., Estévez, A. y Hernández, S. (2004). Assessment of orthographical processing in Spanish children with dyslexia: The role of lexical and sublexical units. Electronic Journal of Research in Educational Psychology, 2(2), 105-126.
Sánchez, E. (1988). Aprender a leer y leer para aprender: Características del escolar con pobre capacidad de comprensión. Infancia y Aprendizaje, 11(44), 35-57.
Siegel, L.S. (1994). Working memory and reading: A lifespan perspective. International Journal of Behavioral Development, 17(1), 109-124.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Swanson, H.L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504-532.
Tan, A. y Nicholson, T. (1997). Flashcards revisited: Training poor readers to read word faster improves their comprehension of text. Journal of Educational Psychology, 89(2), 267-288.
Taylor, N. A., Greenberg, D., Laures-Gore, J. y Wise, J. C. (2012). Exploring the syntactic skills of struggling adult readers. Reading and Writing, 25(6), 1385-1402.
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2015-04-16
