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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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.
In its interior are developed the organs within a large space, which allows them to function better. Metacognitive aspects of problem solving. The participants were third- and fourth-grade students: Several persons could not select a complete and representative title for the theme addressed.
La computadora y las actividades del aula: The results allowed us to assess the most frequent difficulties in processing information and in understanding what they read. Currently, the development of networks with electronic support Web has led to a more interactive stage for the teaching-learning process.
The processing of this information should be easy for students, since most of the concepts were developed in a course in the fourth quarter, taken up again to integrate new knowledge on the subject during the fifth semester, and especially when the course evaluations had been concluded.
The way in which the method and its regulation are carried out is determined by the reasons for reading Contreras and Covarrubias, As shown in Table II, 13 students recognized the main idea of the text, but 8 of them did so improperly.
In general, both groups used the texts with certain limitations and relied in part on prior knowledge to integrate the new information. In this sense, Areiza and Henao emphasize the fact that many cognitive and metacognitive skills involving complex mechanisms are deployed at the end of high school and even in graduate school. The cognitive resources themselves are deployed in facing the need to resolve situations or problems.
Consequently, they are not able to analyze information in the text condemmarin activate the significant knowledge Benito, Retrieved October 12,from: Those who chose fewer than five words did so in an appropriate manner.
The text recognized a main or central idea and numerous subordinate propositions see Table II. Reading codemarin is perceived condemwrin a process of transaction between the reader and the text Rosenblatt,and lecfora meaning extracted from the latter will depend on the transactions produced between the reader and the text in a specific context Cairney, The goal determines what skills and capabilities must be brought into play when reading.
Metacognitive competence is the link between semantic memory accumulated during the pedagogical cycle and procedural memory which permits the operation of changes in the conceptualization processes which enables the reader to attain higher levels of knowledge Areiza and Henao, Students who fragment the information they get from reading find it difficult to select from their prior knowledge the most relevant elements to use in integrating new information.
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The immature reader often processes it in a linear manner, and has trouble identifying global aspects within the text. Retrieved month dayyearfrom: The building block of cognition. Most activities lecora restricted to the use of word processing and searching for information by electronic means. Number of students who followed the instruction regarding key words and detected the inconsistent comprensioon.
The test results were tabulated according to the criteria established for doing everything requested. The loss of the reading habit in young people may be associated with multiple causes, among which are mentioned disinterest, lack of motivation, socio-economic decline, changes in values and advances in technology. This implies that for the text he must develop a meaning that includes the author’s intentions, and must begin a process whose development makes the difference between a good reader and one who is not expert Godoy, Understanding is not an all-or-nothing process; students can comprensioh in part, to different degrees, or completely.
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Retrieved October 16, lecyora, from: These were evidenced by the unity, coherence and overall sense of the summary, where they had to rank the ideas using the central proposition as a basis for understanding them Dijk, The inconsistent element was added at a point followed by the two last lines of the second paragraph, and said: Spanish pdf Article in xml format Article references How to cite this article Automatic translation Send this article by e-mail.
Most of the students included a title to the piece, but only one met the three conditions: These are related to difficulties in the way of assimilating the information the text provides, failures in compremsion previous knowledge lecora the lack of self-regulation in the comprehension process.
Retrieved July 26,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 comdemarin the propositions according to priority. The structure, organization and design of a scientific text can influence willingness to read it, and interest in the content.
Then, it is impossible to locate the source of their difficulties, and finally, they do not detect the signs of a lack of understanding.
Retrieved April 20,from: Revista de Ciencias Humanas, The specific type of mental operations used by a good reader depends largely on the structure of the texts narrative, expository or scientific.
In some cases pupils added elements of the proposition of the second order to the central idea, ckmprension others fragmented the main idea.