Estructuras textuales y procesos de comprensiónun programa para instruir en la comprensión de los textos

Résumé

This investigation has the following line of argument: 1) That there is a relationship between the structures of the text and the processes of comprehension. 2) That the readers of less ability do not take advantage of those properties present in the text and, consequently, their representation of the meaning lacks order and coherence. 3) If the subjects with poor ability for comprehension are instructed to detect and use the properties of the texts, the distance which separates them from subjects of high ability for comprehension can be reduced. Consequently, the program of instruction is centred in the cognitive activities which permit the thematic progression of the text to be followed, the extraction of the global meaning (application of the macrorules of the selection, generalization and integration) and to recognize and use the basic organizational forms. This was proved by contrasting the effects of this program with another of more traditional character and another condition of control, applying these three conditions to subjects of two levels of competence by a before/after design with two levels of competence for three treatments.