Investigaciones sobre lectura Nº11, (2019)
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- PublicationOpen AccessLa proxemia en la lectura: cómo se aproximan al texto los lectores de primaria según su edad, contexto y nivel de competencia lectora(Asociación Española de Comprensión Lectora, 2019) Recio Pineda, SaraSome readers distance themselves from the text they are reading, others look at it and approach it from their seats, others come closer covering the text, touching it or laying their arms in the surrounding spaces, and many other readers seize the text making it theirs, placing it closer to them. In the past recent years, the study of proxemics includes the relationships of distance, contact and interaction that people establish with furniture, architecture and objects. As an extension of this idea, this study aims to describe and explore how a sample of 72 schoolers interacts with the text in the course of an individual activity that they do from a desk at school. We also analyze the connection between the proxemics of the participants and their age, school and reading competence. We asked participants to read a short story that was appropriate to their age and we captured a drawing of their proxemics in relation to the text (location and angle of the shoulders, trunk, arms, hands and head). After analyzing the different drawings, we concluded that 4 proxemic categories with different versions could be extracted from the corpus. We found that the majority of readers chose to lean out the text, looking at it, although readers who according to their teachers had a higher level of reading competence would approach the text by holding it or either they would appropriate the text by raising it. The categories that showed a better proximity to the text stood out among second grade participants. The use of a finger-pacer strategy experienced a fall among fourth grade readers, but we observed an increase in the use of this strategy again among sixth grade schoolers. Finally, we found evidence that the school context influences the proxemic behavior of learners.
- PublicationOpen AccessEstrategias de aplicación digital en la comprensión de textos narrativos(Asociación Española de Comprensión Lectora, 2019) Novoa Castillo, Pedro FélixThe poor reading comprehension in the university sector requires a necessary alternative solution from the didactic. Therefore, digital application strategies are an interesting solution proposal. The objective of this research was to determine the influence of a set of applications and programs used as a teaching strategy in the process of reading and understanding narrative texts. To verify this, a pre and two post test (PISA adaptations, 2015) was applied to a sample of 310: control (160) and experimental (150). The results reflected significant differences in understanding, in the results of the evaluation of entry and exit according to study groups. Therefore, it was concluded that Digital Application Strategies significantly improve the understanding of narrative texts.
- PublicationOpen AccessLeer el arte o cómo la lectura nos enseña pintura(Asociación Española de Comprensión Lectora, 2019) Falguera Garcia, EnricThis article is a proposal for an analysis of reading competence based on five texts about the art world. It presents an approach to the analysis of texts that speak of painting with a double objective: to improve the reading competence and artistic knowledge of readers. The approach of the article is to verify how reading texts about painters, artistic movements, and artistic epochs gives us the preliminary knowledge necessary to contemplate, admire, and understand a painting. Reading about art teaches us art and, in parallel, how to read a painting generated by cognitive mechanisms, similar to the reading strategies that are in place when we read a written text. Reading about art gives us the technical knowledge that makes possible the reading of the painting and its contextualized understanding. On the other hand, reading poetry based on a pictorial work not only helps to understand the picture more, but it also involves an analysis of the creative processes the poet has triggered to transfer the sensations of the painting to the paper, which allows a better reading and understanding of the poetic text because it enables the discovery of the literary resources that hide behind the poetic creation. This fact also highlights how reading about the art world enhances the development of creativity and imagination, both pictorial and poetic. The article analyzes three illustrated albums on picturesque and art history and a novel, and shows how they makes the reader aware of the processes of understanding the text and the picture. It then examines a series of poems about paintings by the Catalan poet Agelet i Garriga that highlight the mechanisms of poetic creation and, consequently, of poetic reading.
- PublicationOpen AccessMejora de la comprensión lectora mediante la formulación de preguntas tipo test(Asociación Española de Comprensión Lectora, 2019) Gutiérrez Fresneda, RaúlLa lectura no es únicamente un medio de acceso al conocimiento, sino que constituye una poderosa habilidad que permite aprender y pensar. Leer no siempre conduce al aprendizaje profundo, ese potencial sólo se logra cuando el lector participa en situaciones que le exigen ir más allá del texto. La tipología de recursos que se emplean en el aula para instruir en la capacidad comprensiva suele estar centrada en la respuesta por parte del alumnado a una serie de cuestiones dadas, en muchas ocasiones de carácter literal, siendo escasos los trabajos que se han efectuado respecto al modo en que el estudiante integra la información que lee mediante situaciones que le demandan un aprendizaje activo y estimulan su capacidad de pensar. El propósito de este estudio se centra en analizar si mediante dinámicas centradas en potenciar la reflexión sobre el texto a través de la formulación de una serie de cuestiones con diferentes alternativas de respuesta se mejora la capacidad comprensiva y se fomenta la integración de la información en los conocimientos de los estudiantes. En el trabajo participaron 118 alumnos con edades comprendidas entre los 8 y los 9 años. Los resultados otorgan valor didáctico a este tipo de prácticas lectoras en cuanto que facilitan la mejora de la comprensión lectora y del propio aprendizaje en mayor medida que otro tipo de situaciones de lectura.