Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students

Reading consists of a complex cognitive process that involves a set of mental operations that make it possible to build an integrated representation of the text. Among the processes involved in reading comprehension (RC), in recent decades numerous studies have shown that the ability to monitor the...

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Autores principales: Musci, María Cecilia, Picca, Romina
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023
Materias:
Reading comprehension
Comprehension monitoring
Intervention; Educational strategies
Comprensión lectora
Monitoreo de la comprensión
Intervención; Estrategias educativas
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/4530
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4530
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institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Reading comprehension
Comprehension monitoring
Intervention; Educational strategies
Comprensión lectora
Monitoreo de la comprensión
Intervención; Estrategias educativas
spellingShingle Reading comprehension
Comprehension monitoring
Intervention; Educational strategies
Comprensión lectora
Monitoreo de la comprensión
Intervención; Estrategias educativas
Musci, María Cecilia
Picca, Romina
Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
topic_facet Reading comprehension
Comprehension monitoring
Intervention; Educational strategies
Comprensión lectora
Monitoreo de la comprensión
Intervención; Estrategias educativas
author Musci, María Cecilia
Picca, Romina
author_facet Musci, María Cecilia
Picca, Romina
author_sort Musci, María Cecilia
title Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
title_short Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
title_full Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
title_fullStr Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
title_full_unstemmed Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
title_sort intervention for the implementation of strategies for monitoring reading comprehension in elementary school students
description Reading consists of a complex cognitive process that involves a set of mental operations that make it possible to build an integrated representation of the text. Among the processes involved in reading comprehension (RC), in recent decades numerous studies have shown that the ability to monitor the comprehension of the reading process is considered to be of crucial importance. In fact, it is one of the necessary skills to develop in elementary school in order to guarantee future skills in RC processes, and for this reason it requires a lot of attention from educators. This paper analyzes the processes of educational influence that implied a significant improvement in the monitoring of comprehension, based on identifying relevant connections linked to the teaching of strategies for RC, how to carry them out in the classroom and how it is feasible to put them into action. This article stems from an ongoing investigation that aims to evaluate the progression in RC in students of the first cycle of schooling, from the implementation of a specific intervention program. Given the preliminary results of this research showed significant advances in cognitive and metacognitive processes linked to RC, we sought to explore the mediational processes implemented during the intervention, through an analysis in order to establish a categorization of the effective strategies during the development of these skills.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2023
url https://revele.uncoma.edu.ar/index.php/psico/article/view/4530
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first_indexed 2023-01-04T21:54:11Z
last_indexed 2024-08-12T23:06:45Z
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spelling I22-R128-article-45302023-06-23T19:56:25Z Intervention for the implementation of strategies for monitoring reading comprehension in elementary school students Intervención para el desarrollo de estrategias de monitoreo de la comprensión lectora en estudiantes de escolaridad primaria Musci, María Cecilia Picca, Romina Reading comprehension Comprehension monitoring Intervention; Educational strategies Comprensión lectora Monitoreo de la comprensión Intervención; Estrategias educativas Reading consists of a complex cognitive process that involves a set of mental operations that make it possible to build an integrated representation of the text. Among the processes involved in reading comprehension (RC), in recent decades numerous studies have shown that the ability to monitor the comprehension of the reading process is considered to be of crucial importance. In fact, it is one of the necessary skills to develop in elementary school in order to guarantee future skills in RC processes, and for this reason it requires a lot of attention from educators. This paper analyzes the processes of educational influence that implied a significant improvement in the monitoring of comprehension, based on identifying relevant connections linked to the teaching of strategies for RC, how to carry them out in the classroom and how it is feasible to put them into action. This article stems from an ongoing investigation that aims to evaluate the progression in RC in students of the first cycle of schooling, from the implementation of a specific intervention program. Given the preliminary results of this research showed significant advances in cognitive and metacognitive processes linked to RC, we sought to explore the mediational processes implemented during the intervention, through an analysis in order to establish a categorization of the effective strategies during the development of these skills. La lectura consiste en un proceso cognitivo complejo que implica un conjunto de operaciones mentales que posibilitan la construcción de una representación integrada del texto. Entre los procesos implicados en la comprensión lectora (CL), en las últimas décadas, numerosos estudios vienen demostrando la relevancia de las habilidades metacognitivas. Entre ellas, la capacidad para monitorear la comprensión del proceso lector se considera de crucial importancia. De hecho, es una de las competencias que es necesario desarrollar en la escolaridad primaria a fin de garantizar el desarrollo futuro en los procesos de CL, y por tal motivo requiere mucha atención por parte de los educadores. En este trabajo se analizan los procesos de influencia educativa que implicaron una mejora significativa en el monitoreo de la comprensión en estudiantes de escolaridad primaria, a partir de identificar cuáles son las intervenciones vinculadas con la enseñanza de estrategias para la CL, cómo se efectivizan en aula y de qué manera es factible implementarlas concretamente. El presente artículo se desprende de una investigación en curso que apunta a evaluar los progresos en la CL en estudiantes de primer ciclo de la escolaridad mediante la implementación de un programa de intervención específico. Dado que los resultados preliminares de dicha investigación mostraron avances significativos en procesos cognitivos y metacognitivos vinculados con la CL, se buscó explorar cuáles fueron las acciones mediacionales implementadas durante la intervención que tuvieron incidencia en esos avances, con el objeto de establecer una categorización de las estrategias efectivizadas durante el desarrollo de dichas habilidades. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/4530 Pilquen Magazine. Psychopedagogy Section; Vol. 19 No. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 60-82 Revista Pilquen. Sección Psicopedagogía; Vol. 19 Núm. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 60-82 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/4530/61529 Derechos de autor 2004 Revista Pilquen https://creativecommons.org/licenses/by-nc-nd/4.0/

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