Una propuesta de intervención en los procesos cognitivos y estructuras textuales en niños con DAE

  1. González Seijas, Rosa María
Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2003

Volume: 15

Issue: 3

Pages: 458-463

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Abstract

Este estudio analiza los resultados de un programa de instrucción en procesos cognitivos y estructuras textuales desarrollado en un grupo de escolares con dificultades en el aprendizaje de la escritura (DAE). Los participantes fueron 65 niños y niñas con una media de edad de 9 años, de tres colegios públicos de La Coruña. De los 65 sujetos, 39 presentaban DAE, 22 de ellos fueron asignados al grupo experimental, 17 al grupo control y los 26 restantes fueron considerados buenos escritores. Todos los sujetos fueron evaluados en tres ocasiones, pretest, postest y retest. El grupo experimental recibió entrenamiento en estrategias cognitivas de escritura, cuatro horas a la semana durante cinco meses, en horario extraescolar. Los análisis de varianza realizados indican que la instrucción específica en estrategias de escritura mejora los procesos de planificación, organización y textualización en niños que presentan DAE.

Bibliographic References

  • Boyle, J. y Weishaar, M. (1997). The effects of expert-generated versus student-generated cognitive organizers on the reading comprension of students with learning disabilities. Learning Disabilities Research & Practice, 12, 228-235.
  • Cuetos, F. (1991). Psicología de la escritura. Madrid: Escuela Española.
  • Danoff, B., Harris, K. y Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: effects on the writing of students with and without learning disabilities. En Journal of Reading Behavior, 25, 3, 295-322.
  • DiCecco, V. y Gleason, M. (2002). Using Graphic Organizers to Attain Relational Knowledge from Expository Text. Journal of Learning Disabilities, 35, 4, 306-320.
  • Dickson, S. (1999). Integrating Reading and Writing to teach comparecontrast text structure: A research-based methodology. Reading and Writing Quarterly: Overcoming Learning Difficulties, 11, 53-72.
  • Ellis, E.S. (1994 a). Integrating writing strategy instruction with contentarea instruction: Part I-Orienting students to organizational devices. Intervention in School and Clinic, 29, 169-179.
  • Ellis, E.S. (1994 b). Integrating writing strategy instruction with contentarea instruction: Part II-Orienting students to organizational devices. Intervention in School and Clinic, 29, 219-228.
  • Flower, L. y Hayes, J. (1980). The cognition of discovery: defining a rhetorical problem. College Composition and Comunication, 31, 21- 32.
  • García, J. N. y De Caso-Fuertes, A.M. (2002). ¿Es posible mejorar la com- posición en alumnos con dificultades de aprendizaje y/o bajo rendimiento sin que cambie la reflexividad hacia la escritura? Psicothema,14 (2),456-462.
  • Gleason, M.(1999). The role of evidence in argumentative writing. Reading and Writing Quarterly, 15, 81-106.
  • Graham, S. y Harris, K. (1989). Components analysis of cognitive strategy instruction: Effects on learning disabled students compositions and self-efficacy. Journal of educational Psychology, 81, 353-361.
  • Graham, S., Harris, K., MacArthur, C. y Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disabilities Quarterly, 14, 89-114.
  • Graham, S. y Harris, K. (1997). Whole language and process writing: Does one approach fit all? En Lloyd, J., Kameenui, E. y Chard, D. (Eds.), Issues in educating students with disabilities (pp.239-258). Hillsdale, NJ: Erlbaum.
  • Graham, S., Harris, K. y Troia, G. (1998). Writing and self-regulation:cases from the self-regulated strategy development model. En Schunk, D.M. y Zimmerman, B.J. (Eds.), Self regulated learning from reading to self-reflective practice. New York: The Guilford press.
  • Graham, S., Harris, K. y Larsen, L. (2001). Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities. Learning Disabilities Research and Practice, 16(2), 74-84.
  • Karge, B. (1998). Knowing what to teach: using authentic assessment to improve classroom instruction. Reading and Writing Quarterly, 14, 319-331.
  • Laughton , J. y Morris, N.T. (1989). Story grammar knowledge of learning disabled students. Learning Disabilities Research, 4 (2), 87-95.
  • Mather, N. y Roberts, R. (1995). Informal Assessment and Instruction in Written Language. Library of Congress Cataloging-in-Publication Data. New York.
  • Montgomery, J.K. (1998). Assessing talking and writing: Linguistic competence for students at risk. Readind and Writing Quarterly 14, 243-261.
  • Pressley, M. y Rankin, J. (1994). More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research and Practice, 9, 157-168.
  • Sawyer, R., Graham, S. y Harris, K.R. (1992).Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on learning disabled student´s compositions and self-efficacy. Journal of Education Psychology, 84, 340-352.
  • Tindal, G. y Hasbrouck, G.J. (1991). Analyzing Student Writing to Develop Instructional Strategies. Learning Disabilities Research & Practice, 6, 237-245.
Data source: Dialnet