Decisiones Estratégicas De Lectura Y Rendimiento en Tareas De Competencia Lectora Similares a Pisa

Mendizábal, Maria-Ángeles Serrano; Vidal‐Abarca, Eduardo; Manchón, Antonio Ferrer

doi:10.5944/educxx1.19042

Cited by 7 publications

(7 citation statements)

References 15 publications

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“…A more detailed analysis of the performance shown by the participating adults in the situations proposed in CompLEC, based on the percentage of correct answers obtained, it is statistically significant and noticeable that the questions of the integration type and the discontinuous texts show the highest percentage of errors, a finding in accordance with other research carried out with adolescent secondary-education students (Serrano et al, 2017). The hypothesis tests showed significant differences in performance of tasks, text type, and question type in the course variable only.…”

Section: Reading Competencesupporting

confidence: 88%

“…Factors affecting the development of this skill include the type of text and the strategies the reader uses while reading (Cerchiaro, Paba, & Sánchez, 2011;Serrano, Vidal-Abarca, & Ferrer, 2017). Regarding the text type, reading texts of the continuous type, which are characterised by a linear narrative contained in several paragraphs, is not the same as reading non-continuous or discontinuous texts, which feature graphs and charts, diagrams, tables, images, and so on.…”

Section: Reading Competence and Metacognitionmentioning

confidence: 99%

“…These are often associated with academic contexts and are the main medium for knowledge transfer. Studies indicate that there is a difference in the level of processing between one type and the other, with discontinuous texts presenting greater difficulties than continuous ones (Serrano et al, 2017).…”

Section: Reading Competence and Metacognitionmentioning

confidence: 99%

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Reading literacy and metacognition in a Spanish Adult Education centre

Taracido

Martínez

Chauvie

2019

RELA

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In recent years, Spain's adult population has been characterised by high unemployment rates, particularly among peopled aged over 18 who do not have the Compulsory Secondary Education certificate. Their training in key competences, such as reading comprehension, would provide them with fundamental learning, empowerment, and better employment opportunities. This empirical study examines the relationship between the use of metacognitive skills while reading and improved reading comprehensionpreviously shown in other studies -evaluating both constructs and attempting to establish whether there is a relationship between them in a sample of 143 adult secondary education students. Research outcomes in reading competence were lower than expected, with significant differences between stages and average use of metacognitive strategies, influenced by gender and age. A significant, linear, and low to moderate degree relationship was found between two of the metacognitive strategies evaluated and so a predictive model was constructed in which age, level, and use of strategies for problemsolving and reading-support are predictive variables explaining 23.4% of the variance in reading skills. We also suggest some changes regarding teacher practice, prioritising active and self-regulating reading.

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Section: Reading Competencesupporting

confidence: 88%

Section: Reading Competence and Metacognitionmentioning

confidence: 99%

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Reading literacy and metacognition in a Spanish Adult Education centre

Taracido

Martínez

Chauvie

2019

RELA

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“…El abordar el tema de la lectura es esencial, pues es un requisito indispensable para el desarrollo de los ciudadanos (Gutiérrez et al, 2015;Neira et al, 2015;Serrano et al, 2017). La forma en que las personas leen depende de su contexto, sus metas y las necesidades que tienen como lectores (Grabe, 2008;Hedgcok & Ferris, 2009;Newton et al, 2018).…”

Section: Introductionunclassified

Construcción y validación de un instrumento para evaluar la comprensión global lectora en estudiantes de tercero de primaria

Gaytán-Lugo

Montesinos‐López

Alcaraz-Valencia

et al. 2021

Rev. Innova Educación

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En México existe un problema en relación con la comprensión global lectora, lo cual se ha evidenciado en evaluaciones nacionales e internacionales. Sin embargo, existe un desacuerdo sobre los instrumentos utilizados para evaluar las habilidades de comprensión lectora. El objetivo de este trabajo es diseñar y validar un instrumento para evaluar la comprensión global lectora de estudiantes de tercer grado primaria. Con el uso del Análisis Factorial Confirmatorio (CFA) se confirmó un instrumento de 30 ítems y tres factores: ideas principales, inferencias y contextualización del concepto; que fue aplicado a 803 estudiantes. La evidencia demuestra que el mismo constructo es apropiado para diferentes variables contextuales (género, turnos y estatus). Los resultados del CFA ofrecen una solución satisfactoria en la estructura factorial de las escalas y en los niveles de consistencia interna.

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“…Reading is an essential requirement for citizens' development (Gutiérrez et al, 2015;Neira et al, 2015;Serrano et al, 2017). The way we read depends on the context and our goals due to the different needs that as readers we have (Grabe, 2008;Hedgcok & Ferris, 2009;Newton et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Construction and validation of an instrument to assess global reading comprehension in third graders

Gaytán-Lugo¹,

Montesinos‐López²,

Alcaraz-Valencia³

et al. 2021

Rev. Innova Educ.

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According to national and international assessment results, there is a serious problem regarding global reading comprehension. However, there is disagreement over the instruments used to assess such skills. The goal of this study is to evaluate global reading comprehension in third graders. With the use of Confirmatory Factor Analysis (CFA), an instrument of 30 items and three factors was confirmed: main ideas, inferences, and contextualization of the concept; the instrument was applied to 803 students. We also found that the same construct is appropriate for different contextual variables (gender, shifts, and socioeconomic status). As result, CFA offers a satisfactory solution in both the factorial structure of the scales and the levels of internal consistency.

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Decisiones Estratégicas De Lectura Y Rendimiento en Tareas De Competencia Lectora Similares a Pisa

Cited by 7 publications

References 15 publications

Reading literacy and metacognition in a Spanish Adult Education centre

Reading literacy and metacognition in a Spanish Adult Education centre

Construcción y validación de un instrumento para evaluar la comprensión global lectora en estudiantes de tercero de primaria

Construction and validation of an instrument to assess global reading comprehension in third graders

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