El papel de las modalidades de recepción y producción en la comprensión del discursoUn estudio sobre sus interacciones en alumnado de Educación Primaria

  1. Vieiro Iglesias, Pilar 1
  1. 1 University of La Coruña
Revista:
European journal of education and psychology

ISSN: 1888-8992 1989-2209

Año de publicación: 2020

Volumen: 13

Número: 2

Páginas: 111-125

Tipo: Artículo

DOI: 10.30552/EJEP.V13I2.355 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Objetivos de desarrollo sostenible

Resumen

El objetivo de este trabajo es estudiar el papel que desempeñan las modalidades de recepción (escucha/lectura) y de producción (habla/escritura) del lenguaje en niños de 3º de Primaria, 49 niñas y 49 niños, (media de edad: 8.2 años). Se utilizaron dos tipos de medida: el análisis microproposicional del texto y el análisis de gramática de cuentos. En el análisis microproposicional, los resultados mostraron diferencias significativas y las interacciones tanto entre las condiciones de recepción (escucha y lectura) como en las de producción (habla y escritura). La comunicación oral (escuchar y hablar) facilitó la identificación de las ideas principales (se generaron más macrorreglas), mientras que la comunicación escrita (lectura y escritura) facilitó las estrategias memorísticas (recuerdo literal). Por su parte, los análisis a partir de la gramática de historias no mostraron diferencias significativas entre las modalidades ni interacciones entre ellas: la organización estructural y el tipo de proposiciones recordaron fueron muy similares en las cuatro condiciones.

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