Relación entre habilidades de lectura de palabras y comprensión lectora

  1. Pilar Vieiro 1
  2. Isabel Amboage 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Journal:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Year of publication: 2016

Volume: 6

Issue: 1

Pages: 1-21

Type: Article

DOI: 10.5209/RLOG.58552 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista de Investigación en Logopedia

Sustainable development goals

Abstract

Reading is an instrumental learning to be taught a specific method, in this sense, it is important to understand the interrelationship between the different threads involved. In this context, the general objective of this study is to examine whether an association or dissociation between the skills of word reading and comprehension processes in students of 2nd cycle of Primary Education and from there analyze the educational implications of the results obtained there. The initial sample consisted of 39 children from 4th Primary Education. The relevant analysis results showed that more important things: a) The level of reading comprehension measured by drawing inferences (activation of textual information) seems to appear independent of other variables (related to the lexicon and vocabulary); b) a low level lexicon or vocabulary (as measured by standardized tests) should not imply a low level of inferences; c) the working memory significantly affects the effectiveness of phonological awareness tasks and lexical access in general; d) there is a positive significant relationship between phonological awareness and visual access to the lexicon

Bibliographic References

  • Aguado-Aguilar, L. (2001). Aprendizaje y memoria. Revista de Neurología, 32, 373-81.
  • Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
  • Baquero, S., Gallo, A., & Müller, O. (2013). El efecto de lexicalidad en la decisión léxica a lo largo de la Primaria. Forma y Función, 26, 73-88.
  • Bofarull, M. T., Cerezo, M. Gil, R., Jolibert, J., Martínez, G., Oller, C., & Vidal, E. (2001). Comprensión Lectora: el uso de la lengua como procedimiento. Caracas: Laboratorio Educativo.
  • Bryant, P., & Bradley, L. (1998). Problemas infantiles de lectura. Madrid: Alianza.
  • Calvino, I. (1979). Si una noche de invierno un viajero. Torino: Giulio EinaudiEditore.
  • Calvo, M. G. (2005). Relative contribution of vocabulary knowledge and working memory span to elaborative inferences in reading. Learning and Individual Differences, 15(1), 53-65.
  • Calvo, M. G., Castillo, M. D., & Schmalhofer, F. (2006).Strategic influence on the time course of predictive inferences in reading. Memory and Cognition, 34(1), 68-77.
  • Cantrill, J.L. (2003). Inhibition, working memory, and time sense in children with attention deficit hyperactivity disorder. Dissertation Abstracts International: The Science and Engineering, 63, 34-66.
  • Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual route and parallel distributed processing approach. Psychological Review, 100, 589-608.
  • Dahlin, K. (2011). Effects of working memory training on Reading in children with special needs. Reading and writing, 24, 479-491.
  • Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
  • Defior, S., & Serrano, F. (2011a). Procesos fonológicos explícitos e implícitos, lectura y dislexia. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11, 79-94.
  • Defior, S., & Serrano, F. (2011b). La conciencia fonémica, aliada de la adquisición en el lenguaje escrito. Revista de Logopedia, Foniatría y Audiología, 31, 2-13.
  • Dennis, S. (2005). A memory-based theory of verbal cognition. Cognitive Science, 29, 145-193.
  • Dunn, L. M., Dunn, L., & Arribas, D. (2011). Peabody: Test de vocabulario en imágenes. Madrid: TEA ediciones.
  • Elosúa de Juan, M. R. (2000). Procesos de la comprensión. Memoria y aprendizaje de textos. Madrid: Sanz y Torres.
  • García Madruga, J. A., Gárate, M., Elosúa, M. R., Luque, J. L., & Gutiérrez, F. (1999). Comprensión lectora y memoria operativa. Barcelona: Paidós.
  • Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395.
  • Gorman, B. K. (2012). Relationships between vocabulary size, working memory, andphonological awareness in Spanish-speaking English language learners.American Journal of Speech-Language Pathology, 21, 109-123.
  • Gutiérez, F., García-Madruga, J. A., Elosúa, R., Luque, J. L., & Gárate, M. (2002). Memoria operativa y comprensión lectora: algunas cuestiones básicas. Acción Psicológica, 1, 45-68.
  • Haenggi, D., & Perfetti, C. A. (1994). Processing components of college-level reading comprehension. Discourse Processes, 17, 83-104.
  • Høien, T., y Lundberg, I. (2000). Dyslexia and reading comprehension. En T. Høien e I. Lundberg (Eds.) Dyslexia: From theory to intervention (pp. 101-113). Springer Netherlands.
  • Irrazábal, N., & Molinaro, C. (2005).Técnicas experimentales en la investigación de la comprensión del lenguaje. Revista Latinoamericana de Psicología, 37, 581-594.
  • Jackson, N. E. (2005). Are university students’component reading skills related to their text comprehension and academic achievement? Learning & Individual Differences, 15, 113-139.
  • Jenkins, J. R., Fuchs, L. S., Van Den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-726.
  • Jiménez, J., & Ortiz, R. (1996). Prueba de Segmentación Fonológica. Madrid: TEA.
  • Jiménez, J., Ortiz, R., Hernández Valle, I., Guzmán R., y González, G. (2002). La instrucción de la conciencia fonológica. Madrid: Pirámide.
  • Klin, C., Murray, J., Levine, W., & Guzmán, A. (1999). Forward inferences: from activation to long-term memory. Discourse Processes, 27, 241-260.
  • López, R., & del Río, D. (2006). Efectos de la memoria operativa y de una carga de procesamiento en la comprensión de oraciones. Psicológica, 27, 79-96.
  • Maldonado, A., Sebastián, E., & Soto, P. (1992). Retraso en lectura: evaluación y tratamiento educativo. Cuadernos del ICE. Madrid: Ediciones de la Universidad Autónoma de Madrid.
  • Miceli, G., Capasso, R., & Caramazza, A. (1994). The interaction of lexical and sublexical processes in reading, writing and repetition. Neuropsychologia, 32, 317-333.
  • Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders, 25, 21-32.
  • Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
  • Ornaghi, V., Brockmeier, J., & Grazzani, I. (2011). The role of language games in children´s understanding mental states: a training study. Journal of Cognition and Development, 12, 239-259.
  • Ortiz-González, M. R. (2004). Manual de dificultades de aprendizaje. Madrid: Pirámide.
  • Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554-566.
  • Perea, M., & Gotor, A. (1997). Efectos de la repetición enmascarada de la palabra en la decisión léxica: el papel de la frecuencia y la vecindad. Revista de Psicología General y Aplicada, 50, 185-197.
  • Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of Reading comprehension. Scientific Studies of Reading, 18, 22-37.
  • Salazar, S., & Ponce, D. (1999). Hábitos de lectura. Lima: Instituto del Libro y la lectura.
  • Salisbury, D.F. (2004). Semantic memory and verbal working memory correlates of N400 to subordinate homographs. Brain and Cognition, 55, 396-399.
  • Segui, J., Mehler, J., Frauenfelder, U., & Morton, J. (1982). The word frequency effect and lexical access. Neuropsychologia, 20, 615-627.
  • Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability) Biological Psychiatry, 57, 1301-1309.
  • Torgesen, J. K. (1989). Developmental and individual differences in performance on phonological synthesis tasks. Journal of Experimental Child Psychology, 47, 91- 505.
  • Tulving, E. (1972). Episodic and semantic memory. En E. Tulving y W. Donaldson (Eds.), Organization of memory (pp. 381–403). New York: Academic Press
  • Urquijo, S. (2009). Aprendizaje de la lectura. Diferencias entre escuelas de gestión pública y de gestión privada. Evaluar, 9, 19-34.
  • Vallés, A. (2005). Comprensión lectora y procesos psicológicos. Revista Liberabit, 11, 49-61.
  • Vieiro, P., & Gómez, I. (2004). Psicología de la lectura. Madrid: Pearson Educación.
  • Zabaleta, V. (2006). Comprensión lectora e inferencial en sujetos procedentes de diferentes estratos socioculturales. Argentina: Universidad Nacional de la Plata.
Data source: Dialnet