Estrategias de comprensión lectora para estudiantes de primer grado de educación primaria.

  1. Gutiérrez Braojos, Calixto
  2. Salmerón Pérez, Honorio
Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395 1138-414X

Año de publicación: 2012

Volumen: 16

Número: 1

Páginas: 183-202

Tipo: Artículo

Otras publicaciones en: Profesorado: Revista de curriculum y formación del profesorado

Referencias bibliográficas

  • Afflerbach, P., Pearson, P., & Paris, S.G. (2008). Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, 61(5), 364-373.
  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.). Comprehension and teaching: Research reviews, (pp. 77-117). Newark, DE: International Reading Association.
  • Anderson, R. C., and P. D. Pearson, P.D. (1984). A schema-Theoric view of basic processes in reading comprehension. En P. D. Pearson (ed.). Handbook of reading research, (pp. 255-291). Nueva York: Longman
  • Barton, J. & Sawyer, D. (2003). Our students are ready for this: Comprehension instruction in the elementary school. Reading Teacher, 53, 334-359.
  • Beck, I. L, & McKeown, M. G. (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R. K. Wagner, A. E. Muse, and K. R. Tannenbaum (Eds.). Vocabulary acquisition: Implications for reading comprehension. (pp 182-204). New York, NY: The Guilford Press.
  • Beltrán Campos and Reppeto, E. (2006). El entrenamiento en estrategias sobre la comprensión lectora del enunciado del problema aritmético: un estudio empírico con estudiantes de Educación Primaria. Revista española de orientación and psicopedagogía. 17 (1), 33-48
  • Bereiter, C. & Bird, M. (1985). Use of Think Aloud in Identification and Teaching of Reading Comprehension Strategies, Cognition and Instruction, 2(2) 131-156.
  • Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.). Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates. (pp. 361-363
  • Block, C. C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.
  • Brewer, W. F. (1980). Literary theory, rhetoric, stylistics: Implications for psychology. In R. J. Sapiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical issues in reading comprehension (pp. 221-239). Hillsdale, NJ: Erlbaum.
  • Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.). Advances in Instructional Psychology. New York: Halstead Press.
  • Brown, A. L. (1985). Metacognition.The development of selective strategies for learning from texts. En H. Singer & R. B. Ruddell (Eds.). Theoretical Models and Processes of Reading (pp. 501-527). Delaware: Intemational Reading Association.
  • Brown A. L. (1987). Metacognition, Executive Control, Self-regulation, and other more Mysterious Mechanism. En Weinert F.E. and Kluwe R.H. (Eds.) Metacognition, Motivation and Understanding. New jersey: LEA.
  • Bruning, R.H., Schraw, G.J., & Ronning, R.R. (2002). Psicología Cognitiva e instrucción. Madrid: Alianza Editorial.
  • Cain, K. & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696.
  • Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29, 850-859.
  • Cain, K., Oakhill, J., & 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, 671-681.
  • Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth vs. depth. Elementary School Journal 110, 1-18.
  • Conti-Ramsden, G. & Hesketh, A. (2003). Risk markers for SLI: a study of young language-learning children. International Journal of Language & Communication disorders, 38 (3), 251-263.
  • Cross, D. R. and Paris, S. G. (1998). Developmental and Instructional Analyses of Childreńs Metacognition and Reading Comprehension. Journal of Education Psychology, 80, 2, 131-142.
  • Dole, J. A., Nokes, J. D., & Drits, D. (2009). Cognitive strategy instruction. In G. G. Duffy & S. E. Israel (Eds.). Handbook of research on reading comprehension (pp 347-372). Hillsdale, NJ: Erlbaum.
  • Dockrell, J (2003). Identificación and evaluación de los problemas del lenguaje en niños con dificultades comunicativas. En Acosta V. and A. Moreno (Eds.). Dificultades del lenguaje, colaboración e inclusión educativa. Manual para logopedas, psicopedagogos and profesores. (139-158). Barcelona: Ars Médica.
  • Efklides, A. (2009). The role of metacognitive experiencies in the learning process. Psicothema, 21, 76-82.
  • Erikson, S.A. & Simon, H.A. (1993/1984). Protocol Analysis. Verbal reports as data. Cambridge Massachussetts: The MIT Press.
  • Escoriza, J. (2003). Evaluación del conocimiento de las estrategias de comprensión lectora. Barcelona: Edicions Universitat de Barcelona.
  • Ezell, H. K., Hunsiker, S.A. and Quinque, M. (1997). Comparison of two strategies for teaching reading comprenhension skills. Education and Treatment of Children, 20, 4, 365-382.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.). The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
  • Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, 283-299.
  • Fuchs, D., & Fuchs, L.S. (2007). Increasing strategic reading comprehension with Peer-Assisted Learning Strategies. In D.S. McNamara (Ed.). Reading comprehension strategies: Theories, interventions, and technologies (pp. 175 197). Mahwah, NJ: Erlbaum.
  • Fuchs, D., Mock, D., Morgan, P.L. & Young, C.L. (2003). Responsiveness-To-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning disabilities research and practice. 18, 157-171.
  • Gonzalez-Pumariega, S., Núñez, J.C. & García Rodríguez, M.S. (2002). Estrategias de aprendizaje en comprensión lectora, en J.A. González-Pineda, J.C., Núñez Perez, L. Álvarez Pérez, and E. SOLER VÁZQUEZ (Coord.). Estrategias de aprendizaje. Concepto, evaluación e intervención. Madrid: Pirámide, 117-140.
  • Guthrie, J. T., van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E., Faibisch, F. M., Hunt, B. and Mitchell, A. M. (1996). Growth of literacy engagement: changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 3, 306-332.
  • Harris, T., & Hodges, R. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
  • Hines, S. J. (2009). The Effectiveness of a Color-Coded, Onset-Rime Decoding Intervention with First-Grade Students at Serious Risk for Reading Disabilities. Learning disabilities research and practice. 24 (1), 21-32.
  • Israel, S. (2007). Using Metacognitive Assessments to create individualized reading instruction. Newark, DE: International Reading Association.
  • Kim, A. & Lorsbach, A. (2005). Writing Self-Efficacy in Young Children: Issues for the Early Grades. Environment. Learning Enviroments research, 8 (2), 157-175.
  • Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD. Journal of Learning Disabilities, 37(2), 105-118.
  • King, A. (1991). Improving lecture comprehension: Effects of a metacognitive strategy. Applied Cognitive Psychology, 5, 331-346.
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
  • Leahey, T. H. & Harris, R. J. (1998). Aprendizaje and cognición. Madrid: Printice Hall.
  • Madariaga, J. M., & Martínez, E. (2010). La enseñanza de estrategias de comprensión and metacomprensión lectora: Un programa implementado por el profesorado. Anales De Psicología, 26(1), 112-122.
  • McKeown, M. G., Beck, I. L., Sinatra, G. M., & Loxterman, J. A. (1992). The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27, 79-93.
  • Marr,M. B., & Gormley,K. (1982). Children's recall of familiar and unfamiliar text. Reading Research Quarterly, 18, 89-104.
  • Mayer, R. E. (2002). Psicología educativa. Madrid: Prentice-Hall.
  • Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North-Holland.
  • Miholic, V. (1994). An inventory to pique students' metacognitive awareness of reading strategies. Journal of Reading, 38, 84-86.
  • Mokhtari, K. & C. Reichard (2004). Investigating the strategic reading process of first and second language readers in two different cultural contexts. System, 32, 379-394.
  • Myers, M., & Paris, S. G. (1978). Children's metacognitive knowledge about reading. Journal of Educational Psychology, 70, 680-690.
  • Nagy, W., Diakidoy, I., & Anderson, R. (1993). The acquisition of morphology: Learning the contribution of suffixes to the meaning of derivates. Journal of Reading Behavior, 25, 155-170.
  • Nelson, J.M. & Machek, G.R. (2007). A survey of traning, practice, and competence in reading assessment and intervention. School Psychology Review, 31, 554-568.
  • Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or appropriate propositional hierarchies (liphs) leading to empowerment of learners. Science Education, 86(4), 548-571.
  • Palincsar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
  • Paris, Scott G., Cross, David R., & Lipson, Marjorie Y. (1984). Informed strategies for learning: a program to improve childrens reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.
  • Paris, S.G., & Flukes, J. (2005). Assessing children's metacognition about strategic reading. In S. Israel, C.C. Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.). Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp.121-139). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Paris, Scott G., Lipson, Marjorie Y., & Wixson, Karen K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
  • Paris, A., & Paris, S. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44.
  • Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.). The handbook of reading research (Vol. 2, pp. 609-640). New York: Longman.
  • Pearson, P. D. (2009). The roots of reading comprehension instruction, in Israel, S. E. & Duffy, G.G. (Eds.). Handbook of research on reading comprehension, (pp. 3-31), Routledge, New York, USA.
  • Pearson, P.D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.). Handbook of reading research: Volume II (pp. 815-860). White Plains, NY: Longman.
  • Pearson, P.D. & Gallagher, M. (1983). The Instruction of Reading Comprehension, Contemporary Educational Psychology, 8. 317-344
  • Powel, S.R., Fuchs, L.S., Fuchs, D. Cirino, P.T. & Fletcher, J.M. (2009). Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. Learning Disabilities Research & Practice, 24 (1), 1-11.
  • Pressley, M. (2002). Comprehension strategies instruction: A turn-of-The-century status report. In C.C. Block & M. Pressley (Eds.). Comprehension instruction: Research-based best practices (pp. 11-27). New York: Guilford.
  • Pressley, M. P. Afflerbach (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale. NJ: Erlbaum
  • Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. Elementary School Journal, 89, 301-342.
  • Qian, D. & Schedl, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Test, 21, 28-52.
  • Raphael, T.E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221.
  • Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217-235.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
  • Salmerón, H. Rodriguez, S. & Gutierrez-Braojos, C. (2010) metodologías que optimizan la comunicación en entornos de aprendizaje virtual. Comunicar, 34, 163-171.
  • Sánchez, E. (1998). Comprensión and redacción de textos. Barcelona: Edebé.
  • Schmitt, M. C. (1990). A questionnaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43, 454-461.
  • Schmitt, M. C., & Baumann, J. F. (1990). Metacomprehension during basal reading instruction: Do teachers promote it? Reading Research and Instruction, 29(3), 1-13.
  • Schneider, D.F. & Bjorklund, W. (1996). The interaction of Knowledge, aptitude, and strategies in childreńs memory. Advanced in Child Development and Behavior, 26, 59-89.
  • Seigneuric, A. & Ehrlich, M.F. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing, 18, 617-656.
  • Silverman, R. (2007). A comparison of three methods of vocabulary instruction during readalouds in kindergarten. Elementary School Journal, 108 (2). 97-113.
  • Stein, N. L., & Trabasso, T. (1982). What's in a story: Critical issues in story comprehension. In R. Glaser (Ed.). Advances in the psychology of instruction (pp. 132-165). Hillsdale, NJ: Erlbaum.
  • Taylor, B. M. and Beach, R. W. (1984). The effects of text structure instruction on middle grade students' comprehension and production of expository text. Reading Research Quarterly, 19(2), 134-146.
  • Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.). Comprehension instruction: Research-based best practices (pp. 176-200). New York: Guilford Press.
  • van den Broek, P. W., Tzeng, Y., Risden, K., Trabasso, T. & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing. Journal of Educational Psychology, 93(3), 521-529.
  • van Dijk, T.A. and W. Kintsch (1983). Strategies of discourse comprehension. New York: Academic Press.
  • West, R. F., & Stanovich, K. E. (1978). Automatic contextual facilitation in readers of three ages. Child Development, 49, 717-727.
  • Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D. & Sangster, C. (2007) Development of Metacognition and Self-Regulated Learning in Young Children: the role of collaborative and peer-Assisted learning. Journal of Cognitive Education and Psychology, 3, 433-55.
  • Winne, P. H., Graham, L. & Prock, L. (1993). A Model of Poor Readers-Text Inferencing: Effects of Explanatory Feedback. Reading Research Quarterly. 28(1), 52-66.
  • Woloshyn, V. E., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.
  • Wood, E., Pressley, M., & Winne, P. (1990). Elaborative interrogation effects on children's learning of factual content. Journal of Educational Psychology, 82, 741-748.