Análisis del proceso de comprensión lectora de los estudiantes desde el modelo construcción-integración
- Gabriel Herrada-Valverde 1
- Rosario Isabel Herrada 2
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1
Universidad de Jaén
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2
Universidad de Murcia
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ISSN: 0185-2698, 2448-6167
Año de publicación: 2017
Volumen: 39
Número: 157
Páginas: 181-197
Tipo: Artículo
Otras publicaciones en: Perfiles educativos
Objetivos de desarrollo sostenible
Resumen
One of the most important reading comprehension theories is Walter Kintsch’s Construction-Integration Model, which considers that, during the reading process, the reader builds two types of mental representation: the so-called text-based representation, which is closely related to the meaning of the text and has a semantic-propositional aspect, and the situational representation, or situation model, which is close to ‘reality.’ The text is framed as such, and is episodic. This article describes and reviews the fundamental propositions of this model, as well as its limitations, in order to make it available to teachers and researchers interested in the assessment and improvement of students’ reading comprehension. Apart from describing each model in detail, the paper also analyzes the most recent studies that have been developed and broadened, as a reference point for student’s education in reading skills.