Texto escolar y comprensión: Efecto de las características de las relaciones de coherencia en estudiantes chilenos con diferente nivel socioeconómico

• Romualdo Ibáñez ^[1] ; Fernando Moncada ^[2] ; Benjamín Cárcamo ^[3]
  1. [1] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
  2. [2] Universidad del Bío Bío
  3. [3] Universidad de las Américas

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• Localización: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 35, no. 2, 2022, págs. 596-625
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • El presente estudio tuvo dos objetivos. El primero fue determinar el efecto de la subjetividad y de la explicitud de las relaciones de coherencia causal en el procesamiento y en la comprensión de estudiantes chilenos de educación básica. El segundo fue determinar si tal efecto varía dependiendo del nivel socioeconómico (NSE). Para ello, se implementó un experimento de lectura autocontrolada con ventana cumulativa en el que participaron estudiantes de educación básica provenientes de colegios públicos (NSE bajo) y privados (NSE alto) chilenos. Los datos revelaron un bajo nivel general en comprensión, el que incluso es más bajo en estudiantes con NSE bajo. También se observó que el efecto de la subjetividad de la relación es mayor que el de su explicitud. En cuanto a la diferencia entre colegios, se observó que los estudiantes con NSE alto presentan mejores resultados al procesar y comprender las relaciones subjetivas en comparación con relaciones objetivas.

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