Publication: ¿Existen métodos de mejora de la
comprensión lectora en español y basados
en evidencias?
Authors
Ripoll Salceda, Juan C.
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Publisher
Asociación Española de Comprensión Lectora,
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Se contrasta qué programas de
mejora de la comprensión lectora
destinados a alumnos hablantes de
español cumplen los criterios de
What Works Clearinghouse para ser
considerados intervenciones basadas
en evidencias. Para ello se evaluaron
los estudios incluidos en una revisión
sistemática. Tras calcular el tamaño
de los efectos encontrados en cada
investigación y ajustar la
significatividad de sus resultados no
se pudo constatar que ninguna de las
intervenciones alcanzase la
calificación de “con efectos
positivos”. Cuatro se valoraron como
“con efectos potencialmente
positivos”, otras dos como “sin
efectos” y otra más como con efectos
potencialmente negativos. Se
detecta, por tanto, una grave carencia
en la investigación sobre métodos de
mejora de la comprensión lectora
para alumnos hablantes de español.
We analyzed which interventions for reading comprehension enhancement destinated to Spanishspeaking students fulfill What Works Clearinghouse criteria to be considered as evidence-based practice. To do this we evaluated the studies included in a systematic review. We couldn't rate any intervention as “positive effects” after effect-size calculations and significance adjustments. Four interventions were rated as “potentially positive effects”, another two interventions were rated as “no discernible effects”, and lastly, one intervention was rated as “potentially negative effects”. In conclusion, we detected a serious lack in the investigation regarding the methods to improve reading comprehension of Spanishspeaking students.
We analyzed which interventions for reading comprehension enhancement destinated to Spanishspeaking students fulfill What Works Clearinghouse criteria to be considered as evidence-based practice. To do this we evaluated the studies included in a systematic review. We couldn't rate any intervention as “positive effects” after effect-size calculations and significance adjustments. Four interventions were rated as “potentially positive effects”, another two interventions were rated as “no discernible effects”, and lastly, one intervention was rated as “potentially negative effects”. In conclusion, we detected a serious lack in the investigation regarding the methods to improve reading comprehension of Spanishspeaking students.
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