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

Autores
Zabaleta, Verónica; Roldán, Luis Ángel
Año de publicación
2017
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Facultad de Psicología
Materia
Psicología
reading comprehension
text
program
secondary education
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc/4.0/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/68800
Acceder
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repository_id_str 1329
network_name_str SEDICI (UNLP)
spelling Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational GuidancZabaleta, VerónicaRoldán, Luis ÁngelPsicologíareading comprehensiontextprogramsecondary educationThis 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.Facultad de Psicología2017-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticulohttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdf35-48http://sedici.unlp.edu.ar/handle/10915/68800enginfo:eu-repo/semantics/altIdentifier/issn/1851-8893info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/4.0/Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-09-03T10:42:44Zoai:sedici.unlp.edu.ar:10915/68800Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-03 10:42:44.674SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
title Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
spellingShingle Reading and Comprehension at the Beginning of Secondary School: Contributions for Educational Guidanc
Zabaleta, Verónica
Psicología
reading comprehension
text
program
secondary education
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
dc.creator.none.fl_str_mv Zabaleta, Verónica
Roldán, Luis Ángel
author Zabaleta, Verónica
author_facet Zabaleta, Verónica
Roldán, Luis Ángel
author_role author
author2 Roldán, Luis Ángel
author2_role author
dc.subject.none.fl_str_mv Psicología
reading comprehension
text
program
secondary education
topic Psicología
reading comprehension
text
program
secondary education
dc.description.none.fl_txt_mv 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.
Facultad de Psicología
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.
publishDate 2017
dc.date.none.fl_str_mv 2017-12
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info:eu-repo/semantics/publishedVersion
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format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://sedici.unlp.edu.ar/handle/10915/68800
url http://sedici.unlp.edu.ar/handle/10915/68800
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/issn/1851-8893
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
dc.format.none.fl_str_mv application/pdf
35-48
dc.source.none.fl_str_mv reponame:SEDICI (UNLP)
instname:Universidad Nacional de La Plata
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reponame_str SEDICI (UNLP)
collection SEDICI (UNLP)
instname_str Universidad Nacional de La Plata
instacron_str UNLP
institution UNLP
repository.name.fl_str_mv SEDICI (UNLP) - Universidad Nacional de La Plata
repository.mail.fl_str_mv alira@sedici.unlp.edu.ar
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