CONDEMARIN COMPRENSION LECTORA PDF

Mabel Condemarín 3 – Ebook download as PDF File .pdf) or read book online. comprensión lectora. Copyright: © All Rights Reserved. Download as PDF or. tests: Prueba de Dyslexia Específica (Condemarín & Blomquist, ) and Prueba de Comprensión Lectora de Complejidad Lingüística Progresiva ( Alliende. Recursos de activación mental para incrementar la comprensión lectora: anticipación Al respecto, Pearson, Hansen y Cordón (), en Condemarín ( ).

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Mabel Condemarín

This was used by students to supplement other didactic materials, and had the aim of promoting a more participatory and active teaching and learning process. Reading also is perceived as a process of transaction between the reader and condrmarin text Rosenblatt,and the meaning extracted from the latter will depend on the transactions produced between the reader and the text in a specific context Cairney, The resource contained a set of recreated color images, which were reinforced by explanatory captions and linked to concept maps and comparison charts that organized and supplemented the information.

Retrieved August 28,from: In its interior are developed the organs within a large space, which allows them to function better.

On the other hand, outside school, many young people spend much of their time in businesses that provide Internet service cybers, internet cafes and condemarib various activities with more attractive and participatory options online games, chat, interaction with communications media which do not exactly promote higher-order cognitive skills. Retrieved August 5,from: Estructuras y funciones del discurso. There were differences in reading comprehension between groups of students in the basic stage and those in the upper level of the program.

Mabel Condemarín – Wikipedia

The text fragment analysis results belonging to 20 students The specific type of mental operations used by a good reader depends largely on the structure of the texts narrative, expository or scientific.

The degree of awareness or knowledge individuals possess concerning their cognitive processes is a metacognitive activity Flavell,Vargas and Arbelaez, Retrieved July 3,from: The reader with specific formal education, and who is concerned with the reading of scientific texts must be able to identify the author’s communicative intentions, as well as to recognize and rank the propositions according to priority. Consequently, they are not able to analyze information in the text or activate the significant knowledge Benito, Those who chose fewer than five words did so in an appropriate manner.

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Revista de Ciencias Humanas Few studies address the issue in higher education Macias, et al. Metacognitive aspects of problem solving. Those students who proceeded correctly applied cognitive and metacognitive skills to understand what they read.

Metacognition makes it possible for the individual to acquire knowledge, as well as to use and control it Vargas and Arbelaez, Students who can meet the demands of academic discourse develop cognitive and metacognitive skills with which to understand the information they get from reading scientific texts, and thus establish their learning. In general, both groups used the texts with certain limitations and relied in part on prior knowledge to integrate the new information.

Problems concerning the comprehension of texts are Benito, In condenarin set of propositions, he should also differentiate the main idea containing the subject, from those whose function is to present, confemarin, support or exemplify it.

Reading; reading comprehension; metacognition; metacomprehension strategies; self-questioning. Numerous studies have addressed the issue of reading comprehension from different perspectives and with different aims, such as diagnosing the predisposition of students to read Cadile and Cadile,analyzing and evaluating reading comprehension skills Otero, ; Macias, et al.

This is the result of small amount of time they spend reading, since some high school students spend less than two hours a day in reading any type of printed material Cadile and Cadile, As shown in Table II, 13 students recognized the main idea of the text, but 8 of them did so improperly. Some educators do not recognize that the reading and writing tasks they require are part of the academic practices inherent in the mastery of their discipline Carlino, A way of processing the information in scientific textbooks and its influence on comprehension.

Thus, for some educators, the computer is a tool that does not work to the extent expected in the overall development of language skills Greyback, Of the latter, there were computed hierarchically those of second, third, fourth and fifth order according to their relevance in the text. As one may expect, inexpert students will be disadvantaged in confronting upper-level studies, since reading and understanding to build the overall meaning of the text is a priority skill that must be mastered, as it is the basis of learning and culture Paris, Lipson and Wixson, Those who did not take it argued that analyzing the text fragment was too time-consuming for them.

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Regarding the subject matter of the text, they had to include terms or synonyms for body cavitystructural diversitymetazoans. The remaining gave the fragment appropriate titles, and approximately half of the titles given were complete. The inconsistent element was added at a point followed by the two last lines of the second paragraph, and said: Brewer EdsTheoretical issues in reading comprehension.

The skilled reader is able to recognize the type of text he is reading, and in this way, updates and expands his network of conceptual schematics.

The cognitive resources themselves are deployed in facing the need to resolve situations or problems. Resnick, The nature of intelligence pp.

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However, we often find students who do not understand what they read because they lack reading comprehension skills, among other things. The results allowed us to assess the most frequent difficulties in processing information and in understanding what they read. Number and percentage of students who identified the main idea and the subordinate ideas.

All this integrates her prior knowledge with a support for the acquisition of new knowledge Areiza and Henao, ; Woolfolk, To assess their competencies and possible deficiencies in reading comprehension, these students were asked to make an analysis of an excerpt from the book Invertebrate Zoologyby Barnes ; this book was used in a specific course.

These adjectives were defined as: The test results were tabulated according to the criteria established for doing everything requested.