The relationship between metacomprehension and reading comprehension in Spanish as a second language

  1. Carla Míguez-Álvarez 1
  2. Miguel Cuevas-Alonso 1
  3. Mário Cruz 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Instituto Politécnico de Oporto
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 1

Páginas: 23-29

Tipo: Artículo

DOI: 10.5093/PSED2021A26 DIALNET GOOGLE SCHOLAR lock_openInvestigo editor

Otras publicaciones en: Psicología educativa

Resumen

El dominio de la lectura en una segunda lengua (L2) tiene cada vez más importancia a nivel global. La lectura en una L2 implica muchas cuestiones sobre las capacidades de comprensión lectora, como la metacomprensión, una habilidad de lectura fundamental en hablantes nativos (L1) que les permite ser conscientes de su nivel de comprensión lectora y les ayuda a regular su aprendizaje. Sin embargo, su papel en una L2 no ha sido lo suficientemente investigado. El presente estudio examina la relación entre las puntuaciones de comprensión lectora de varios tipos de textos y la metacomprensión, evaluada a través de la batería ECOMPLEC y la tarea de lectura de la batería PROLEC-R en estudiantes portugueses que estudian español como L2. De manera similar a los resultados encontrados en investigaciones en L1, hemos descubierto una relación significativa entre la comprensión lectora y la metacomprensión en textos expositivos y discontinuos: los estudiantes con bajas puntuaciones de comprensión lectora sobreestimaron su capacidad de metacomprensión, mientras que las habilidades de metacomprensión de los estudiantes con puntuaciones altas en comprensión lectora fueron más adecuadas. Los resultados proporcionan un marco de referencia para futuros estudios sobre metacomprensión en L2.

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Fuente de los datos: Dialnet