Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc

This paper develops the preliminary results of an ongoing research project that aims to characterize programs and proposals for intervention in reading comprehension (RC) and compare them with teaching practices in the first year of secondary education. Specifically, we discuss the program Leer para...

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Autores principales: Zabaleta, Verónica, Roldán, Luis Ángel
Formato: Articulo
Lenguaje:Inglés
Publicado: 2017
Materias:
Psicología
reading comprehension
text
program
secondary education
Acceso en línea:http://sedici.unlp.edu.ar/handle/10915/68800
Aporte de:
SEDICI (UNLP) de Universidad Nacional de La Plata
id I19-R120-10915-68800
record_format dspace
institution Universidad Nacional de La Plata
institution_str I-19
repository_str R-120
collection SEDICI (UNLP)
language Inglés
topic Psicología
reading comprehension
text
program
secondary education
spellingShingle Psicología
reading comprehension
text
program
secondary education
Zabaleta, Verónica
Roldán, Luis Ángel
Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
topic_facet Psicología
reading comprehension
text
program
secondary education
description This paper develops the preliminary results of an ongoing research project that aims to characterize programs and proposals for intervention in reading comprehension (RC) and compare them with teaching practices in the first year of secondary education. Specifically, we discuss the program Leer para Comprender (Read to Understand), the program LEE Comprensivamente (READ Comprehensively), and the institutional frameworks of Reciprocal Teaching and the Cultural Mediational Model for Improving Reading: Question-Asking-Reading. In addition, some of the axes that can be derived from the analysis of the literature consulted are synthetized, such as: the importance of fluency in RC, the relevance of learning from the text, comprehension as a multi-componential phenomenon, and the importance of social interactions in the programs analyzed. The differences between the modalities presented by the proposals are explained, as well as their limitations in relation to the challenges involved in the management of progressively more complex texts and of a disciplinary nature in secondary education. Finally, we analyze the implications of the intervention in RC for educational guidance.
format Articulo
Articulo
author Zabaleta, Verónica
Roldán, Luis Ángel
author_facet Zabaleta, Verónica
Roldán, Luis Ángel
author_sort Zabaleta, Verónica
title Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title_short Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title_full Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title_fullStr Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title_full_unstemmed Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title_sort reading and comprehension at the beginning of secondary school: contributions for educational guidanc
publishDate 2017
url http://sedici.unlp.edu.ar/handle/10915/68800
work_keys_str_mv AT zabaletaveronica readingandcomprehensionatthebeginningofsecondaryschoolcontributionsforeducationalguidanc
AT roldanluisangel readingandcomprehensionatthebeginningofsecondaryschoolcontributionsforeducationalguidanc
bdutipo_str Repositorios
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