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https://purl.org/pe-repo/ocde/ford#5.02.04
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reading processes » learning processes (Expander búsqueda), teaching processes (Expander búsqueda), making processes (Expander búsqueda)
para reading » laura reading (Expander búsqueda), pre reading (Expander búsqueda), pisa reading (Expander búsqueda)
reading processes » learning processes (Expander búsqueda), teaching processes (Expander búsqueda), making processes (Expander búsqueda)
para reading » laura reading (Expander búsqueda), pre reading (Expander búsqueda), pisa reading (Expander búsqueda)
1
artículo
Publicado 2024
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Research in academic literacy has shown that scaffolding improves the reading of disciplinary texts. Included among the considered variables is the lexica. A robust vocabulary will result in better reading performance. To verify this, a semantic priming task and a reading comprehension test were applied to 31 first-year pedagogy students to establish whether there is a correlation between lexical processing and reading. The main findings indicate the establishment of weak semantic relations and normal reading performance. It is concluded that better reading performance is associated with slower lexical processing, which would suggest that readers engage in strategic operations to address comprehension tasks. This will allow for the formulation of scaffolding actions that highlight the importance of mastering the disciplinary vocabulary in order to safeguard an adequate reading task.
2
artículo
Publicado 2019
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This research seeks to promote the development of reading comprehension through the application of metacognitive strategies, as well as to publicize the importance of metacognition processes at different reading levels and the usefulness of designing teaching units that meet specific learning needs. For this, a qualitative - descriptive study was carried out with students in the third and fourth grades of primary school, in which the data obtained from the application of a didactic unit were analyzed, which included questionnaires in which the use was encouraged of metacognitive strategies (previous knowledge, prediction and verification and summary). Similarly, the metacognitive processes of: planning, monitoring and evaluation, worked at different times of reading (before, during and after) were taken into account. The results obtained show that metacognitive strategies make it possibl...
3
artículo
Publicado 2010
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This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...
4
artículo
Publicado 2010
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This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...
5
artículo
Publicado 2024
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The objective of this research is to determine the relationship between the processes that make up reading comprehension (perceptive, lexical, syntactic and semantic) and the metacognitive reading skills (planning, supervision and evaluation) in students of cycle V (5th and 6th grade of elementary school) from a private school, located in the district of Santiago de Surco, Lima (Peru). The instruments used were the Battery of Evaluation of the Reading Processes - Revised (PROLEC-R) and adapted for students of Metropolitan Lima, and the Scale of Reading Consciousness (ESCOLA). The sample consisted of 80 students (50 of the 5th grade and 30 of the 6th grade), being a non-probabilistic by convenience, sampling. The results show that there is a correlation between the variables (at a global level and for each process); however, this relationship occurs at various levels of significance. The ...
6
artículo
Publicado 2013
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The objective of this research was to know if there were differences in the psychological processes of reading regarding the socio-economic level and gender of 965 students from 1st to 6 th grade of primary from private and public schools of Callao. For this purpose we adapted and created scales for the battery for Reading processes evaluation - revised (PROLEC-R) by. Cuetos, et al (2007). A comparative descriptive design was used. Significant differences according the socioeconomic level in all grades were found in reading comprehension and oral comprehension. It was also found differences in identification of letters and understanding of sentences (except in 6 th) and punctuation (except in second grade). There are no differ rences in the task of identifying “same–different” words and reading of words (except for 1st grade) and pseudowords (except in 1st and 3 rd) reading and gra...
7
artículo
Publicado 2013
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The objective of this research was to know if there were differences in the psychological processes of reading regarding the socio-economic level and gender of 965 students from 1st to 6 th grade of primary from private and public schools of Callao. For this purpose we adapted and created scales for the battery for Reading processes evaluation - revised (PROLEC-R) by. Cuetos, et al (2007). A comparative descriptive design was used. Significant differences according the socioeconomic level in all grades were found in reading comprehension and oral comprehension. It was also found differences in identification of letters and understanding of sentences (except in 6 th) and punctuation (except in second grade). There are no differ rences in the task of identifying “same–different” words and reading of words (except for 1st grade) and pseudowords (except in 1st and 3 rd) reading and gra...
8
artículo
Publicado 2010
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It was investigated, in students of the third grade of elementary school of Metropolitan Lima and Piura, if there were significant differences in the development of cognitive processes involved in reading and writing, considering the variables of gender, socioeconomic status, school management and town of residence. To gather data, it was adapted previously a Battery of Cognitive Assessment for Reading and Writing, establishing its reliability and validity. The results indicated differences in the cognitive processes examined in view of the variables, socioeconomic status, management of the school and town of residence.
9
artículo
Publicado 2010
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It was investigated, in students of the third grade of elementary school of Metropolitan Lima and Piura, if there were significant differences in the development of cognitive processes involved in reading and writing, considering the variables of gender, socioeconomic status, school management and town of residence. To gather data, it was adapted previously a Battery of Cognitive Assessment for Reading and Writing, establishing its reliability and validity. The results indicated differences in the cognitive processes examined in view of the variables, socioeconomic status, management of the school and town of residence.
10
artículo
Publicado 2014
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This investigation looking for to close a cycle of reading comprehension, because in previous jobs we already have demostrated that cognitive capacities was too fundamental specially en inferential capacity. The general objective propose lectures with the particular inferential strategies, which are a guarantee of reading comprehension. Consistent with this, the stated objectives are: a) Confirming the value of the strategies and the relevant procedures for the processing of information, which is essential for understanding and text production. b) Apply inference strategies in selected texts for students of V and VI Basic Education cycles. c) Propose reading modules with cognitive strategies aimed at inference processes to improve reading comprehension. What we expected was that students in the experimental groups, after application of the proposed modules, achieving greater development ...
11
artículo
Publicado 2015
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The research is a comparative method, transversal. It had the pur¬pose to compare the goals and motivations in choosing a profes¬sional career in 347 students of university first terms in Kinder¬garten Education, Primary Education, and Languages, all of them in a range of 20 to 22 years old. An instrument with three versions was elaborated, based on the theoretical framework proposed by Gámez y Marrero (2003). The evidences confirm significant dif¬ferences in the goals and motivations; these differences are more noticeable between students of the careers of Primary Education and Languages (sig. <.001), and between Kindergarten Education and Languages (sig.<.001). Finally, the goals and motivations were largely differentiated according to the gender (sig.<. 005), being the average for women (prom.=139.3/sig.<.005).
12
artículo
Publicado 2015
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This is a comparative correlational research aimed to investigate the predictability of speed reading and cognitive processes in syntactic and semantic levels when making inferences; also to find their relationships and to compare each with the type of school management and the age in 304 students in 4th and 5th grades in primary school in the districts of Los Olivos, Comas, San Juan de Lurigancho, San Martin de Porres and Carabayllo, located in Lima, Peru. Pruebas de medición de procesos cognitivos de la Batería BECOLE (BECOLE measurement of cognitive processes test) by Galve (2005); prueba evaluación de elaboración inferencial-PELI (PELI assessment of making inferences test) (PELI) by Holguin (2013) and medición de la velocidad lectora temporalizada-METVELO3 (METVELO 3 - reading speed timing measurement); were used. The instruments responded in favor of reliability, content and co...
13
artículo
Publicado 2020
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Pre-reading skills are important because they allow developing from an early age the necessary foundations to achieve a clear and fluent understanding of information. This leads the child to infer, analyze and synthesize written texts in various playful situations that stimulate said ability, differentiating written or verbal knowledge, emerging writing and linguistic awareness are gradually being perfected, until the child reaches the skills necessary for the development of literacy. The research described the findings obtained from a comparative study of two educational institutions of the Initial level of the Constitutional Province of Callao and the San Martin de Porres district of Lima. The state of the art is based on the contributions of psycholinguistics and cognitive psychology on the learning of initial reading. A sample of 86 children was considered, the approach was quantitat...
14
artículo
Publicado 2008
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The investigation shows the results founded in the field of Reading Comprehension. Starting from the theoretic model of cognitive psychology and psycholinguistics, and in particular the theory of Van Dijk and Kintsch (1983, 1993, 1994). The author explores the problematic of comprehensive reading in a group of children and teenagers with learning disabilities in the province of Callao, trying to know how much can they could intervening in the improvement of their reading weakness, for what we have design and application and an Experimental Program of Treatment. The most important idea of the study was the significant difference in reading comprehension levels reached in the pre test and in the post test, by the group I students after applying the experimental program, and as an important improvement in the student group II.
15
artículo
Publicado 2008
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The investigation shows the results founded in the field of Reading Comprehension. Starting from the theoretic model of cognitive psychology and psycholinguistics, and in particular the theory of Van Dijk and Kintsch (1983, 1993, 1994). The author explores the problematic of comprehensive reading in a group of children and teenagers with learning disabilities in the province of Callao, trying to know how much can they could intervening in the improvement of their reading weakness, for what we have design and application and an Experimental Program of Treatment. The most important idea of the study was the significant difference in reading comprehension levels reached in the pre test and in the post test, by the group I students after applying the experimental program, and as an important improvement in the student group II.
16
artículo
Publicado 2014
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The simple descriptive study, in which an instrument was developed – Reading comprehension test by levels, used to quantitatively measure the levels proposed by Sánchez; Romero; Arriola and Romero (2007) and Barrett (in Calsin, 2006) a literal level, re organizational and inferential. This instrument was subjected to evaluation of inter judges, which method was used to calculate the reliability index, this being 0.85. The research was conducted in the 2nd grade of Elementary School in a Public Educational Institution in the district of Comas (Lima – Perú), in a probability sample of 102 students that averaged 7.42 years old. For methodological purposes, the objective was to determine the reading comprehension levels. The largest percentage of the sample achieved the literal and re organizational understanding at a high level.
17
artículo
Publicado 2014
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The aim of this research was to establish the relationship between phonological awareness and lexical processes in reading. This study was correlational, longitudinal and its design was not experimental. Thirty six students from a public school in the city of Lima were assessed in two stages: kinder and 2nd grade. The Phonological Awareness Assessment Test - PECO and the Lexical Processes subtests - PROLEC-R were used, both in adapted versions. The results showed that there is no significant relationship between phonological awareness and lexical processes in reading. However, there is a significant relationship between syllable identification task and word reading subtest in speed and reading skills indexes. A significant relationship between syllable identification task and pseudowords reading in reading skills index was found. Also, a significant relationship between syllabic omission...
18
artículo
Publicado 2014
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The aim of this research was to establish the relationship between phonological awareness and lexical processes in reading. This study was correlational, longitudinal and its design was not experimental. Thirty six students from a public school in the city of Lima were assessed in two stages: kinder and 2nd grade. The Phonological Awareness Assessment Test - PECO and the Lexical Processes subtests - PROLEC-R were used, both in adapted versions. The results showed that there is no significant relationship between phonological awareness and lexical processes in reading. However, there is a significant relationship between syllable identification task and word reading subtest in speed and reading skills indexes. A significant relationship between syllable identification task and pseudowords reading in reading skills index was found. Also, a significant relationship between syllabic omission...
19
artículo
Publicado 2020
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The purpose of this work is to make a specific decision regarding the convening use used by the judge of first instance when ruling cases in constitutional matters (10 sentences of amparo process). For this purpose, a journey of main ideas is made about internally headquartered conventionality and its expressions of judicial use.
20
artículo
Publicado 2014
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This article pretends to be an approach to an academic debate between two scenarios that have risen amongst reading as we know it. With the integration of technological devices as iPads, Kindles, laptops, etc. the objectives, experiences and actors that participate in the reading process are inevitable affected, re-configuring the concept. This is why it is worth to distinguish both scenarios and generate a conversation that lead us to integrate both worlds and make reading a rewarding experience that’s integrated to digital life.
