Eficacia del programa de Facilitación de la Planificación para la prevención de dificultades de comprensión lectora

  1. Martina Ares Ferreirós
  2. Sonia Alfonso Gil
  3. Manuel Deaño
Revista:
Investigaciones Sobre Lectura

ISSN: 2340-8685

Ano de publicación: 2021

Número: 15

Páxinas: 46-63

Tipo: Artigo

DOI: 10.24310/ISL.VI15.12561 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Investigaciones Sobre Lectura

Resumo

The aim of th estudy is to analyze the role of PASS cognitive processes in the improvement of reading comprehension within a group of students whose reading performance was beginning to differ from their classmates with whom they had started their primary schooling. The presence of this achievement difficulty in reading comprehension was observed at the beginning of the third year of primary education. The group of students at risk of reading comprehension difficulties (n=8) underwent training, while their classmates acted as a control group. The total number of students in the classroom was 30. The Reading Comprehension Assessmenttest, the four scales of the Cognitive Assessment System Battery (Planning, Attention, Simultaneous, and Successive), and the Reading Awareness Scale were used for the evaluation of the students. There a ding comprehension program was implemented using the Planning Facilitation method. The results showed an improvement in the care process that was manifested in the post test and planning measure, which remained active from the preme asure to the follow-up. At this moment of the measurement, the improvement of the simultaneous processing with a great activity of reading comprehension and awareness was manifested. Reading comprehension and awareness improved significantly in the post measure and increased in the follow-upmeasure with simultaneous processing. These results are interpreted in the sense that the Planning Facilitation program has a specific effect on the processes of knowledge (reading awareness) and metacognitive control (planning and attention), as well as on the simultaneous cognitive process and on the transfer of these to reading comprehension. Planning activates the functioning of simultaneous process in gand its control, and once the cognitive weakness of simultaneous disappears, reading comprehension is performed competently.

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Fonte de datos: Dialnet