Comprensión oral y escrita: efectos de la estructura textual

Reading comprehension is the ability to create a mental representation of written text. It constitutes main mechanism through children incorporate new knowledge at school age. achievement has been systematically associated with oral and reading rate. Furthermore, both related inferences generation different linguistic abilities, like vocabulary syntax processing. In case text comprehension, also orthographic recognition words plays fundamental role and, for that reason, would be greater challenge than early readers. Indeed, word during essential meaning construction. well known slow laborious overload cognitive processing automaticity carry out Longitudinal studies realized in orthographies indicated rate was variable had greatest impact on carried shallow orthographies, it observed performance have an important measure after 3 5 years instruction. However, although skills mechanisms reported several studies, there another factor consider: structure. Studies propose tend understand “narrative schemas” more easily since they are exposed this type from very Likewise, all narrative texts present, general, same structure, respect temporal sequence events focus story characters, their actions motivations. contrast, expository present information children, oriented specific topic, contain less familiar technical higher level abstraction. This structure presents numerous cohesive connections propositional density texts. The study aims compare listening For this, group 32 4th graders evaluated test, read then orally answered series questions. were aloud questions about orally. Vocabulary measured. Data analysis shows correlations between vocabulary. vocabulary, Results suggest each support access skills. measures show when compared comprehension. result could fact, “slow readers” according tests scales used study. Difference texts, not transferred expository. low scores, without significant differences, suggested structures both, modality. types difficult hierarchization allows, turn, construction representation. importance establish interventions allow improv levels textual structures. necessary educational practices expose On other hand, rethink instruction methods originate performance. https://doi.org/10.16888/interd.2022.39.3.8