Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos

Autores
Cartoceti, Romina Verónica; Abusamra, Valeria; De Beni, Rossana; Cornoldi, Cesare
Año de publicación
2016
Idioma
español castellano
Tipo de recurso
artículo
Estado
versión publicada
Descripción
La comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la intervención sobre el grupo experimental, que alcanzó una diferencia estadísticamente significativa entre la cantidad de respuestas correctas de la evaluación inicial y de la evaluación final.
Reading comprehension is one of the core competencies for social and educational development of human beings and an essential topic in education agenda. However, the study and systematization of the effects of programs that seek to improve reading comprehension, especially in students from deprived social backgrounds, are still scarce. As a strategic skill that requires a conscious and active reader who can process the text and formulate a plan according to his or her purposes, reading comprehension must be flexible enough to adjust text demands. In this respect, a good reader should be aware of his or her cognitive abilities in order to understand a text successfully. Hence training in metacognitive skills improves significantly whole reading comprehension ability. Metacognitive training allows children to internalize and also anticipate the effective and useful strategies to be applied in each case. This paper aims to promote social inclusion to adolescents from a deprived social environment. To gain this goal, a program was designed considering, measurable, agreed and communicable targets, according to real deadlinesthat fit the raised population needs and realities. It presents the results of an intervention in a group of students of first and second year from secondary school from a deprived context in Gran Buenos Aires (Argentina). This intervention was based on the ability to detect errors and inconsistencies, fundamental to understanding texts. 50 adolescents were initially evaluated with a reading efficiency test, a standardized reading comprehension test and a specific proof to assess the ability to detect errors and inconsistencies. 23 students were part of the control group and 27, were involved in the experimental group. The one hour training was held weekly for three months and once thistraining was completed, both groups were reevaluated. The training involved twelve sessions which kept the same structure. First the ability was orally introduced. A video, a song, a painting, language games, among other resources, were used to include an error (or more) and / or a mismatch (or more). Then, the students altogether discussed, orally, the strategies used to resolve de introduction activity in order to detect these errors and inconsistencies. In third place, an understanding activity that included a situation that supposed an error or inconsistency wasintroduced. A fourth step was to present a written activity to strengthen the target ability, asking the children to produce a similar situation. The session finally ended with a pooling of production. This scheme wasrepeated over the 12 sessions by modifying the content thereof. The last two activities were carried out in pairs to stimulate mutual learning. In every session the information was presented with Powerpoint Program, in differentiates place from, especially assigned for the interventions. The results show a positive effect of the intervention on the experimental group, whose performance achieved a statistically significant difference between the number of correct responsesfrom the initial to the second assessment. One-sample t test was applied to compare the means of performance from the same population before and after the intervention. For the experimental group,statistically significant differences between means were checked before and after the intervention in both variables. time and right answers. For the control group, which received no intervention but had traditional instruction, a t test showed that the difference in performance between the first and second evaluation was not significant.
Fil: Cartoceti, Romina Verónica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; Argentina
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; Argentina
Fil: De Beni, Rossana. Universidad de Pádova; Italia
Fil: Cornoldi, Cesare. Universidad de Pádova; Italia
Materia
COMPRENSIÓN DE TEXTOS
MODELO MULTICOMPONENCIAL
METACOGNICIÓN
MONITOREO
ADOLESCENTES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/106673

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spelling Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritosReading comprehension in deprived social backgrounds: The effect of an intervention program based on the ability to detect errors and inconsistencies in written textsCartoceti, Romina VerónicaAbusamra, ValeriaDe Beni, RossanaCornoldi, CesareCOMPRENSIÓN DE TEXTOSMODELO MULTICOMPONENCIALMETACOGNICIÓNMONITOREOADOLESCENTEShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5La comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la intervención sobre el grupo experimental, que alcanzó una diferencia estadísticamente significativa entre la cantidad de respuestas correctas de la evaluación inicial y de la evaluación final.Reading comprehension is one of the core competencies for social and educational development of human beings and an essential topic in education agenda. However, the study and systematization of the effects of programs that seek to improve reading comprehension, especially in students from deprived social backgrounds, are still scarce. As a strategic skill that requires a conscious and active reader who can process the text and formulate a plan according to his or her purposes, reading comprehension must be flexible enough to adjust text demands. In this respect, a good reader should be aware of his or her cognitive abilities in order to understand a text successfully. Hence training in metacognitive skills improves significantly whole reading comprehension ability. Metacognitive training allows children to internalize and also anticipate the effective and useful strategies to be applied in each case. This paper aims to promote social inclusion to adolescents from a deprived social environment. To gain this goal, a program was designed considering, measurable, agreed and communicable targets, according to real deadlinesthat fit the raised population needs and realities. It presents the results of an intervention in a group of students of first and second year from secondary school from a deprived context in Gran Buenos Aires (Argentina). This intervention was based on the ability to detect errors and inconsistencies, fundamental to understanding texts. 50 adolescents were initially evaluated with a reading efficiency test, a standardized reading comprehension test and a specific proof to assess the ability to detect errors and inconsistencies. 23 students were part of the control group and 27, were involved in the experimental group. The one hour training was held weekly for three months and once thistraining was completed, both groups were reevaluated. The training involved twelve sessions which kept the same structure. First the ability was orally introduced. A video, a song, a painting, language games, among other resources, were used to include an error (or more) and / or a mismatch (or more). Then, the students altogether discussed, orally, the strategies used to resolve de introduction activity in order to detect these errors and inconsistencies. In third place, an understanding activity that included a situation that supposed an error or inconsistency wasintroduced. A fourth step was to present a written activity to strengthen the target ability, asking the children to produce a similar situation. The session finally ended with a pooling of production. This scheme wasrepeated over the 12 sessions by modifying the content thereof. The last two activities were carried out in pairs to stimulate mutual learning. In every session the information was presented with Powerpoint Program, in differentiates place from, especially assigned for the interventions. The results show a positive effect of the intervention on the experimental group, whose performance achieved a statistically significant difference between the number of correct responsesfrom the initial to the second assessment. One-sample t test was applied to compare the means of performance from the same population before and after the intervention. For the experimental group,statistically significant differences between means were checked before and after the intervention in both variables. time and right answers. For the control group, which received no intervention but had traditional instruction, a t test showed that the difference in performance between the first and second evaluation was not significant.Fil: Cartoceti, Romina Verónica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; ArgentinaFil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; ArgentinaFil: De Beni, Rossana. Universidad de Pádova; ItaliaFil: Cornoldi, Cesare. Universidad de Pádova; ItaliaUniversidad del Salvador2016-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/106673Cartoceti, Romina Verónica; Abusamra, Valeria; De Beni, Rossana; Cornoldi, Cesare; Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos; Universidad del Salvador; Interdisciplinaria; 33; 1; 6-2016; 111-1281668-7027CONICET DigitalCONICETspainfo:eu-repo/semantics/altIdentifier/url/http://www.ciipme-conicet.gov.ar/ojs/index.php?journal=interdisciplinaria&page=article&op=view&path%5B%5D=229info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:48:26Zoai:ri.conicet.gov.ar:11336/106673instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:48:26.667CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
Reading comprehension in deprived social backgrounds: The effect of an intervention program based on the ability to detect errors and inconsistencies in written texts
title Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
spellingShingle Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
Cartoceti, Romina Verónica
COMPRENSIÓN DE TEXTOS
MODELO MULTICOMPONENCIAL
METACOGNICIÓN
MONITOREO
ADOLESCENTES
title_short Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
title_full Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
title_fullStr Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
title_full_unstemmed Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
title_sort Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos
dc.creator.none.fl_str_mv Cartoceti, Romina Verónica
Abusamra, Valeria
De Beni, Rossana
Cornoldi, Cesare
author Cartoceti, Romina Verónica
author_facet Cartoceti, Romina Verónica
Abusamra, Valeria
De Beni, Rossana
Cornoldi, Cesare
author_role author
author2 Abusamra, Valeria
De Beni, Rossana
Cornoldi, Cesare
author2_role author
author
author
dc.subject.none.fl_str_mv COMPRENSIÓN DE TEXTOS
MODELO MULTICOMPONENCIAL
METACOGNICIÓN
MONITOREO
ADOLESCENTES
topic COMPRENSIÓN DE TEXTOS
MODELO MULTICOMPONENCIAL
METACOGNICIÓN
MONITOREO
ADOLESCENTES
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv La comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la intervención sobre el grupo experimental, que alcanzó una diferencia estadísticamente significativa entre la cantidad de respuestas correctas de la evaluación inicial y de la evaluación final.
Reading comprehension is one of the core competencies for social and educational development of human beings and an essential topic in education agenda. However, the study and systematization of the effects of programs that seek to improve reading comprehension, especially in students from deprived social backgrounds, are still scarce. As a strategic skill that requires a conscious and active reader who can process the text and formulate a plan according to his or her purposes, reading comprehension must be flexible enough to adjust text demands. In this respect, a good reader should be aware of his or her cognitive abilities in order to understand a text successfully. Hence training in metacognitive skills improves significantly whole reading comprehension ability. Metacognitive training allows children to internalize and also anticipate the effective and useful strategies to be applied in each case. This paper aims to promote social inclusion to adolescents from a deprived social environment. To gain this goal, a program was designed considering, measurable, agreed and communicable targets, according to real deadlinesthat fit the raised population needs and realities. It presents the results of an intervention in a group of students of first and second year from secondary school from a deprived context in Gran Buenos Aires (Argentina). This intervention was based on the ability to detect errors and inconsistencies, fundamental to understanding texts. 50 adolescents were initially evaluated with a reading efficiency test, a standardized reading comprehension test and a specific proof to assess the ability to detect errors and inconsistencies. 23 students were part of the control group and 27, were involved in the experimental group. The one hour training was held weekly for three months and once thistraining was completed, both groups were reevaluated. The training involved twelve sessions which kept the same structure. First the ability was orally introduced. A video, a song, a painting, language games, among other resources, were used to include an error (or more) and / or a mismatch (or more). Then, the students altogether discussed, orally, the strategies used to resolve de introduction activity in order to detect these errors and inconsistencies. In third place, an understanding activity that included a situation that supposed an error or inconsistency wasintroduced. A fourth step was to present a written activity to strengthen the target ability, asking the children to produce a similar situation. The session finally ended with a pooling of production. This scheme wasrepeated over the 12 sessions by modifying the content thereof. The last two activities were carried out in pairs to stimulate mutual learning. In every session the information was presented with Powerpoint Program, in differentiates place from, especially assigned for the interventions. The results show a positive effect of the intervention on the experimental group, whose performance achieved a statistically significant difference between the number of correct responsesfrom the initial to the second assessment. One-sample t test was applied to compare the means of performance from the same population before and after the intervention. For the experimental group,statistically significant differences between means were checked before and after the intervention in both variables. time and right answers. For the control group, which received no intervention but had traditional instruction, a t test showed that the difference in performance between the first and second evaluation was not significant.
Fil: Cartoceti, Romina Verónica. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; Argentina
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras; Argentina
Fil: De Beni, Rossana. Universidad de Pádova; Italia
Fil: Cornoldi, Cesare. Universidad de Pádova; Italia
description La comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la intervención sobre el grupo experimental, que alcanzó una diferencia estadísticamente significativa entre la cantidad de respuestas correctas de la evaluación inicial y de la evaluación final.
publishDate 2016
dc.date.none.fl_str_mv 2016-06
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dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/106673
Cartoceti, Romina Verónica; Abusamra, Valeria; De Beni, Rossana; Cornoldi, Cesare; Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos; Universidad del Salvador; Interdisciplinaria; 33; 1; 6-2016; 111-128
1668-7027
CONICET Digital
CONICET
url http://hdl.handle.net/11336/106673
identifier_str_mv Cartoceti, Romina Verónica; Abusamra, Valeria; De Beni, Rossana; Cornoldi, Cesare; Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención sobre la habilidad de detectar errores e incongruencias en textos escritos; Universidad del Salvador; Interdisciplinaria; 33; 1; 6-2016; 111-128
1668-7027
CONICET Digital
CONICET
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