Investigaciones sobre lectura Nº 4, (2015)
Ir a Estadísticas
Permanent URI for this collection
Browse
Recent Submissions
- PublicationOpen AccessLa formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica(Asociación Española de Comprensión Lectora, 2015) Guadamillas Gómez, María VictoriaThe aim of this contribution is to reflect on the training on literary issues provided to future teachers, particularly, on Children’s Literature at Higher Education. To this end, a qualitative study has been conducted by means of the implementation of a didactic experience at the Faculty of Education in Toledo with the students of the Degree in Infant Education at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels.
- PublicationOpen AccessUna clasificación de las inferencias pragmáticas orientada a la didáctica(Asociación Española de Comprensión Lectora, 2015) Ripoll Salcedo, Juan C.Nowadays it is accepted that the ability to make inferences is essential to reading comprehension. Pragmatic inferences are classified according to various criteria, none of these taxonomies is commonly accepted and they have been hardly used in education. The aim of this paper is to propose an inference taxonomy with the following characteristics: it must be simple, easy to understand and useful for the classroom. Without a suitable taxonomy there is a risk that teachers do not take into account, when assessing or planning classroom activities, all types of inferences that students should use for a good understanding. The taxonomy was made from the following principle: inferences provide information that does not appear explicitly in the text, so you can ask questions about this information. From this principle it is proposed the existence of five types of inferences that respond to five types of questions. The five main questions are: "what or who is the text alluding to?", "what is the relationship between ... and ...?", "what can be predicted knowing that ...?", "what else can you say about this? "and" what does it all mean? ".According to a review of the literature on inference making the proposed taxonomy is compatible with previous ones, also with those which are focused on teaching. There are several experimental studies showing that children and adolescents perform the proposed five kinds of inferences when they understand texts. Despite these data, the proposed taxonomy is tentative and should be used with caution because it lacks empirical support
- PublicationOpen AccessPromoção da leitura na escola portuguesa: metodologias e crenças dos professores do Ensino Básico(Asociación Española de Comprensión Lectora, 2015) Graça Sardinha, Maria da; José Azevedo, Fernando; Rato, RosaThis paper presents the results of a research study that was done in the Portuguese district of Castelo Branco in the interior of Portugal. The research study aimed at knowing the methodologies and beliefs of teachers from Basic Education about reading promotion. The sample consists of 134 teachers who underwent an inquiry in four areas. In the first area there is an identification of the subject of the survey, in the second we will know the reading habits of the subjects of the survey, in the third we will know the resources that these subjects use in their practices, and in the last area we will known the methods the subjects used in the classrooms
- PublicationOpen AccessHipertexto y comprensión lectora. Efectos del formato hipertextual y la competencia lectora en la comprensión y la memoria textual(Asociación Española de Comprensión Lectora, 2015) Soria Andurell, AnnaReading comprehension depends largely on the processing of textual information and its memories during the act of reading but also after it. This information processing can be influenced by various factors, some previous reader itself and other external to it that can not only affect the process of reading, but also processing quality of the content. In the following study we considered the influence of the textual format, text linear compared to hypertext, on the understanding and the short and long term remembering of a given text content to a sample of children in the fifth grade of primary education. In parallel, we analyze whether the level of reading literacy of children, evaluated prior to this study, as well as their frequency of Internet connection at home, influence their results in reading comprehension and textual both short and long term memory.
- PublicationOpen AccessNovela ecuatoriana para escolares(Asociación Española de Comprensión Lectora, 2015) Rodríguez Caamano, María BelénThis article focuses on the interest of schoolars reading LatinAmerican novels, as well as the comprehension difficulties that they may encounter. This is done using the novel 9 mm Parabelum by the Ecuatorian writer Eduardo Noriega as an example. Through reading comprehension tests, we compare the understanding both of vocabulary and cultural issues between native and non native Spanish speakers. This analysis allows us to draw conclussions of the required annotation needed as well as the pedagogical use of the novel.