¿Aplican los Alumnos las Estrategias de Aprendizaje que Afirman Aplicar? Control de la Comprensión en Textos Expositivos

Abstract

En este trabajo se evalúan las estrategias declaradas en el autoinforme y el control de la comprensión lectora (metacomprensión) en una prueba con textos científicos breves manipulados en 118 alumnos de educación secundaria en Madrid. El objetivo de esta investigación es verificar el grado de correlación entre lo declarado por cada alumno y el desempeño real ejecutado en la prueba. Los resultados evidencian una asociación significativa, aunque baja. De las once subescalas valoradas según lo que los alumnos declaran, solo tres, control emocional, recuperación y organización de la información, resultan significativas en el modelo explicativo construido mediante regresión logística, no estando presente las estrategias metacognitivas. Se propone el uso conjunto de instrumentos de autoinforme y del desempeño de tareas para valorar el uso real de las estrategias de aprendizaje. Do students apply the learning strategies they report? Study of reading comprehension monitorng in scientific texts A B S T R A C T In this paper we analyzed the self-reported learning strategies and reading comprehension control in manipulated scientific texts in a group of 118 students in the first year of Secondary Education. The main goal of this study is to check the correlation between what students declared and their performance in reading comprehension of texts. Results show a significant association, although low. Of the eleven rated scales, only three, emotional control, recovery, and organization, were significant in the explanatory model constructed by logistic regression, metacognitive strategies being left out. A combined use of self-report instruments with assessment instruments was suggested in order to value the actual utilization of learning strategies.

Reading literacy and metacognition in a Spanish Adult Education centre

“…In contrast with what was expected, no relationship was found between higher reported use of strategies and better performance in tests to evaluate reading competence. These results are in line with other research (Jiménez-Taracido & Manzanal, 2018;Ruffing, Wach, Spinath, Brünken, & Karbach, 2015). This could be because of a difference between what is reported and real behaviour, or to misuse of the metacognitive strategies by the subjects (Winnie & Jamieson-Noel, 2003).…”

Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

“…Similarly, Lewis and Mensink (2012) showed that participants devoted increased first-pass and look-back fixation time to question-relevant sentences in response to questions presented prior to reading, which in turn led to improved memory for information contained in question-relevant sentences. Moreover, taking into account some complementary and current studies, there can be also shown additional applications of the results reported in our study, as reading instructions and elaborative interrogation could facilitate the comprehension of visual narrative in a coherence/incoherence paradigm (Martín-Arnal et al, 2019), to improve strategies to comprehension in expository texts (Fonseca et al, 2019;Jiménez-Taracido & Manzanal-Martínez, 2018), as selfquestion to improve metacomprehension skills (León, Martínez-Huertas, et al, 2019), and to improve writing and oral summaries (Martínez-Huertas et al, 2018).…”

Building a mental toolbox: Relationships between strategy choice and sight-singing performance in higher education

“…Future studies should include more follow-up questions to better understand what students wanted to say. Moreover, participants’ strategies were self-reported, which is a limitation in itself because students can declare strategies they did not use, as Jiménez-Taracido and Manzanal-Martínez (2017) discovered. This reality inherent to the interview process highlights that having a clear portrait of strategic thinking is challenging and that even robust studies will only open windows on the complexity of participants’ thought processes.…”