Aspiraciones y conocimientos¿cómo explicar que la innovación educativa resulte decepcionante? El caso de la comprensión lectora

  1. Sánchez Miguel, Emilio 1
  1. 1 Facultad de Psicología. Universidad de Salamanca
Revue:
Álabe: Revista de Investigación sobre Lectura y Escritura

ISSN: 2171-9624

Année de publication: 2016

Número: 13

Type: Article

DOI: 10.15645/ALABE2016.13.1 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Álabe: Revista de Investigación sobre Lectura y Escritura

Objectifs de Développement Durable

Résumé

This paper seeks to clarify why we find it so difficult to properly tackle reading and text comprehension in the classroom. We have a large volume of knowledge on what, how and when to teach pupils com- prehension, but the evidence gathered in different countries suggests that these no- tions are rarely implemented in classrooms. The aim here is to shed light on three limi- tations that could explain this frustrating situation. The first and most basic one is that a distinction is not always made bet- ween knowledge and aspirations.This lack of differentiation colours our view of the nature of proficiency in reading, as well as our understanding of classroom activities and a teacher’s role. Both issues have a de- cisive impact on the role played by coaches and mentors.With a view to clarifying the- se notions and provide them with an em- pirical grounding, we summarise six studies we have conducted in recent years. 

Références bibliographiques

  • Andreassen, R. & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520-537.
  • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? the role of selfregulated learning. Educational Psychologist, 40, 199–209.
  • Ciga, E., García, E., Rueda, M. I., Tillema, H., & Sánchez, E. (2015). Self-Regulated Learning and Professiona Development. En H. Tillema, G. J. van de Westhuizen y K. Smith, K (Coords). Mentoring for Learning – climbing the Mountain, (pp. 257–282).
  • Coté, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: relations between processing and representation. Discourse Processes, 25, 1–53.
  • Cordón, J.A; Alonso, J.; Gómez, R (2013). Social Reading: Platforms, Aplications, Clouds and Tags. Oxford, Chandos Publishing..
  • Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learningfrom human tutoring. CognitiveScience, 25, 471-533.
  • De Corte, E. (2000). Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology. Learning and Instruction, 10, 249-266.
  • De Corte, E., Verschaffel, L., & van de Ven, A. (2001). Improving text comprehension strategies in upper primary school children: a design experiment. British Journal of Educational Psychology, 71, 531-559. Mahwah, NJ: Erlbaum.
  • García-Rodicio, H. & Sánchez, E. (2014). Does the detection of misunderstanding lead to its revision? Metacognition and Learning. 9, 265-286.
  • García-Rodicio, H., Sánchez, E., & Acuña, S. R. (2013). Support for self-regulation in learning complex topics from multimedia explanations: do learners need extensive or minimal support? Instructional Science, 41, 539–553.
  • García, J. R., Sánchez, E., & Castellano, N. (2013). Estudio del impacto de la dinamización de la lectura en la comprensión de la novela de Lorenzo Silva Niños feroces. In C. de D. S. F. G. S. Ruipérez (Ed.),Ebook +18 -40 Los lectores y los libros electrónicos (pp. 28–62). Peñaranda de Bracamoente (Salamanca): Centro de Desarrollo Sociocultural. Fundación Germán Sánchez Ruipérez.
  • Herrera, P. (2016).Análisis del proceso de apropiación del enfoque indagatorio en la enseñanza de las ciencias por parte de profesores de educación parvulario y básica a través de un proceso de asistencia técnica educativa. Tesis dctora. Salamanca, 2016
  • Haydt, J. (2012) The Righteous Mind. NY: Random House.
  • Kintsch, W. (1998). Comprehension. A paradigm for cognition. Cambridge: Cambridge University Press.
  • Kintsch, W., & Kintsch, E. (1995). Strategies to promote active learning from text: individual differences in background knowledge. Swiss Journal of Psychology, 54, 141–151.
  • Lam, S., Law, Y. &Shum, M. S. (2009). Classroom discourse analysis and educational outcomes in the era of education reform, British Journal of Educational Psychology, 79, 617–641.
  • McCrudden, M. T., y Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113-139.
  • McNamara, D. S. (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, N.J.: Lawrence Erlbaum.
  • McNamara, D. S., y Magliano, J. P. (2009). Towards a comprehensive model of comprehension. En B. Ross (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297- 284). New York, NY, US: Elsevier Science.
  • Nussbaum, M.C. (2014) Emociones políticas. Barcelona, Paidos
  • Nystrand, M, Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35, 135-198.
  • Otero, J. (2002). Noticing and fixing difficulties in understanding science texts. In J. Otero, J. A. León, & A. C. Graesser (Eds.), The psychology of science text comprehension. Mahwah: Lawrence Erlbaum Associates.
  • Philips, S. (1979). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John and D. Hymes, Functions of language in theclassroom, (pp. 370-394). ProspectHeights, IL: WavelandPress.
  • Pressley, M., Graham, S., & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Educational Psychology, 76, 1-19.
  • Sánchez, E., García Rodicio, H., & Acuña, S. R. (2009). Are instructional explanations more effective in the context of an impasse? Instructional Science, 37, 537–563.
  • Sánchez, E., García, R. y Rosales, J. (2010)La lectura de textos en el aula.Barcelona: Graó Sánchez, E., & García-Rodicio, H. (2013). Using online measures to determine how learners process instructional explanations. Learning and Instruction, 26, 1–11.
  • Sánchez, E. & García, J. R. (2015). Understanding Teachers as Learners: Considering Teacher Goals when Designing Professional Development Processes. En H. Tillema (Coord). Mentoring for Learning climbing the Mountain
  • Sánchez, E., & García, J. R. (2014). Estudio de un club de lectura online y de su impacto en la comprensión de la novela de Rosa Montero Lágrimas en la lluvia. In C. de D. S. F. G. S. Ruipérez (Ed.), Nube de Lágrimas. Club de lectura en la nube. Lectores digitales y lectura social(pp. 74–108). Peñaranda de Bracamonte (Salamanca): Centro de Desarrollo Sociocultural. Fundación Germán Sánchez Ruipérez.
  • Smith, F., Hardman, F., Wall, K. &Mroz, M. (2004). Interactive whole class teaching in the national literacy and numeracy strategies. British Educational Research Journal, 30, 395- 411.
  • Thiede, K., W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66–73
  • Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 85–106). New York: Routledge
  • Vidal-Abarca, E., Martinez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Ferris, R. (2011). Recording online processes in task-oriented reading with Read&Answer. Behavior Research Methods, 43(1), 179-19.
  • Wolf, M. K., Crosson, A. C., &Resnick, L. B. (2005). Classroom talk for rigorous reading comprehension instruction. Reading Psychology, 26, 27–53.
La source de données: Dialnet