Publication: Identifying instructional mediation patterns related with progress made in reading comprehension in socio-cultural disadvantaged contexts
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Date
2020
Authors
Mardones, Tricia ; Navarro, Juan José ; Zamorano, Leandro
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Publisher
Universidad de Murcia
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DOI
https://doi.org/10.6018/analesps.346401
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info:eu-repo/semantics/article
Description
Abstract
Resumen: Identificar factores instruccionales específicos relacionados con progresos en comprensión lectora es esencial para optimizar el aprendizaje y orientar la intervención, especialmente en contextos de desventaja sociocultural o dificultades de aprendizaje. Este estudio pretende identificar patrones instruccionales de mediación eficaces en la explicación del progreso en comprensión. Se grabaron, transcribieron y analizaron sistemáticamente 82 sesiones-clase, y se registraron pautas de mediación relativas a diferentes procesos lectores. Los patrones de mediación fueron analizados mediante codificación y categorización del contenido con el programa Maxqdea-7. Fueron consideradas 19 categorías, que aglutinaron 178 unidades de información significativas (pautas/conductas de mediación). La muestra estuvo compuesta por 21 docentes y 821 estudiantes de tercero a octavo grado de Educación Básica de escuelas públicas de Chile ubicadas en contextos deprivados socialmente. El progreso lector se midió con la prueba estandarizada CL-PT, aplicada al principio y al final del curso escolar. Los resultados permitieron identificar pautas específicas de mediación significativas en la explicación del progreso, especialmente el patrón M_17 (Mediación del uso de estrategias para la activación e integración de conocimientos previos) explicaba el 26% de la varianza (r = .55, p < .01; R2ajustado = .26, F (1, 19) = 8.19, p = .01). Se discuten las implicaciones educativas de estos resultados.
Abstract: Identifying specific instructional factors related to advances made in reading comprehension is essential for optimizing learning and for guiding interventions, especially in socio-cultural disadvantaged contexts or with learning difficulties. This study intends to identify efficient instructional mediation patterns to explain progress made in comprehension. Eighty-two sessions-classes were systematically recorded, transcribed and analyzed, and the mediation patterns related to different reading processes were recorded. Mediation patterns were analyzed by coding and classifying contents with the Maxqdea-7 program. Nineteen categories were considered, which included 178 significant information units (mediation patterns/conducts). The sample was made up of 21 teachers and 821 students of years 3 to 8 of Basic Education in public Chilean schools from socially deprived contexts. Reading progress was measured by the standard CL-PT test, which was applied at the beginning and end of the academic year. The results identified specific significant mediation patterns of progress, especially pattern M_17 (Mediation of using strategies for activating previous knowledge, and for integrating knowledge and experiences with new contents) which explained 26% of variance (r = .55, p < .01; adjusted R2 = .26, F (1, 19) = 8.19, p = .01). The educational implications of these results are discussed.
Abstract: Identifying specific instructional factors related to advances made in reading comprehension is essential for optimizing learning and for guiding interventions, especially in socio-cultural disadvantaged contexts or with learning difficulties. This study intends to identify efficient instructional mediation patterns to explain progress made in comprehension. Eighty-two sessions-classes were systematically recorded, transcribed and analyzed, and the mediation patterns related to different reading processes were recorded. Mediation patterns were analyzed by coding and classifying contents with the Maxqdea-7 program. Nineteen categories were considered, which included 178 significant information units (mediation patterns/conducts). The sample was made up of 21 teachers and 821 students of years 3 to 8 of Basic Education in public Chilean schools from socially deprived contexts. Reading progress was measured by the standard CL-PT test, which was applied at the beginning and end of the academic year. The results identified specific significant mediation patterns of progress, especially pattern M_17 (Mediation of using strategies for activating previous knowledge, and for integrating knowledge and experiences with new contents) which explained 26% of variance (r = .55, p < .01; adjusted R2 = .26, F (1, 19) = 8.19, p = .01). The educational implications of these results are discussed.
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