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Canet-Juric, L., Urquijo, S., Marta Richard`s, M., & Burin, D. (2009). International Journal of Psychological Research 99 Predictores cognitivos de niveles de comprensión lectora mediante análisis discriminante. International Journal of Psychological Research, 2(2), 99–111. https://doi.org/10.21500/20112084.865
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
La comprensión lectora es una habilidad compleja en la cual intervienen distintos procesos cognitivos, como monitoreo, memoria de trabajo, supresión de interferencias y resolución de inferencias. El objetivo de este trabajo es evaluar la capacidad discriminativa de estos procesos, para diferenciar niveles de comprensión lectora, en niños de 8 y 9 años de edad (N = 89) de escuelas de gestión pública y privada, de la ciudad de Mar del Plata, Argentina. Para ello se administraron pruebas específicas para cada uno de los procesos mencionados. Los resultados distinguieron dos funciones discriminantes; la función uno resultó ser la única significativa, permitiendo diferenciar buenos y malos comprendedores. Un buen nivel de comprensión lectora implicó ser eficiente en el uso de habilidades lingüísticas (monitoreo, inferencias, vocabulario) y disponer de habilidades de procesamiento (memoria de trabajo). En contraste, el fallo en habilidades de procesamiento generales, como la memoria fonológica de trabajo o el déficit en la capacidad de referir conceptos (vocabulario), pareció ser característico de los malos comprendedores.
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Referencias
Abusamra, V., Cartoceti, R., Raiter, A., & Ferreres, A. (2008). Una persepctiva cognitiva en el estudio de la comprensión de textos. Psico, 39(3), 352-361.
Adams, N.C., & Jarrold, C. (2009) Inhibition and the Validity of the Stroop Task for Children with Autism. Journal of Autism & Developmental Disorders, 39(8), 1112-1121.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). Newark, DE, USA: International Reading Association.
Baker, L., & Brown, A.I. (1984). Metacognitive skills and reading. En P.D. Pearson (Ed.) Handbook of Reading Research, Vol. 1 (pp. 353-394). New York, USA: Plenum Press.
Adams, N.C., & Jarrold, C. (2009) Inhibition and the Validity of the Stroop Task for Children with Autism. Journal of Autism & Developmental Disorders, 39(8), 1112-1121.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). Newark, DE, USA: International Reading Association.
Baker, L., & Brown, A.I. (1984). Metacognitive skills and reading. En P.D. Pearson (Ed.) Handbook of Reading Research, Vol. 1 (pp. 353-394). New York, USA: Plenum Press.
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