EL MEJORAMIENTO DE LA COMPRENSIÓN DEL TEXTO DESDE UNA PERSPECTIVA COMPONENCIAL: EL CASO DE LA CAPACIDAD DE INDIVIDUALIZAR PERSONAJES, LUGAR Y TIEMPO

Chiara Meneghetti; Barbara Carretti; Rossana De Beni; Cesare Cornoldi; Valeria Abusamra

doi:10.22235/cp.v3i2.150

Authors

Chiara Meneghetti Università degli Studi di Padova
Barbara Carretti Università degli Studi di Padova
Rossana De Beni Università degli Studi di Padova
Cesare Cornoldi Università degli Studi di Padova
Valeria Abusamra Universidad de Buenos Aires

DOI:

https://doi.org/10.22235/cp.v3i2.150

Keywords:

reading comprehension, training, improvement

Abstract

The aim of the present study was to verify the effectiveness of a training program based on the ability to identify “Characters, places and times” (CPT) using an initial evaluation test, a final evaluation test, and the treatment program proposed in Nuova Guida alla Comprensione del Testo (De Beni et al., 2003a), later adapted into Spanish (Abusamra et al., in press).119 students of third (43), fourth (30) and fifth grade (46) of primary schools participated in the reasearch. 59 of them were assigned to the control group and 60 to the experimental group. All of them were evaluated with standardized text comprehension tests as well as with the specific CPT test before and after training took place. The training was implemented in approximately four month’s time and was implemented on a weekly basis. Results demonstrated beneficial effects of the intervention in all the experimental groups. This intervention was particularly effective in the experimental group composed by school children of 5th grade, which exhibited not only specific improvement in the CPT test, but also general improvement in the comprehension test administered subsequently.

Downloads

Download data is not yet available.

References

Abusamra, V., Ferreres, A., Raiter, A., De Beni. R. & Cor- noldi, C. (en prensa). Leer para comprender: Test para evaluar la comprensión de textos. Buenos Aires: Editorial Paidos.

Abusamra, V., Casajús, A., Cartoceti, R. Zunino, G. Mi- randa, A., Badía, J., Ferreres, A., Raiter, A., De Beni. R. & Cornoldi, C. (2007). “Evaluación de la comprensión de textos con un modelo de múlti- ples componentes”. X Congreso de la Sociedad Latinoamericana de Neuropsicología (SLAN). Buenos Aires. Argentina. 7 al 10 de noviembre.

Bransford, J. D., & Johnson, M. K. (1972). Contextual pre- requisites for understanding: some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behaviour, 11, 717-726.

Cain, K. (2006). Individual differences in children’s me- mory and reading comprehension: an investiga- tion of semantic and inhibitory deﬁcits. Memory,

, 553-569.

Cain, K., & Oakhill, J. (2006). Proﬁles of children with rea- ding comprehension difﬁculties. British Journal of Educational Psychology, 76, 683-696.

Carretti, B., Meneghetti, C., & De Beni, R. (2005). Evo- luzione delle abilità di comprensione in studenti dalla 3a elementare alla 1a media. Età Evolutiva,

, 5-16.

Cornoldi,C.,&Colpo,G.(1998).ProvediletturaMTperlascuola elementare 2, Firenze: Organizzazioni Speciali. Cornoldi, C., De Beni, R., & Pazzaglia, F. (1996). Proﬁles of reading comprehension difﬁculties: An analysis of single cases. In C. Cornoldi & J. Oakhill, (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 113–136). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

De Beni R., Cornoldi C., Carretti B. & Meneghetti C. (2003a). Nuova guida alla comprensione del testo. Volume 1. Introduzione teorica generale al programma. Le prove criteriali livello A e B. Trento, Erickson. pp. 191.

De Beni R., Vocetti C., Cornoldi C. & Gruppo MT (2003b). Nuova guida alla comprensione del testo. Volume 3 e Volume 4. Trento, Erickson.

De Beni, R., Cornoldi, C., Caponi, B., & Gasparetto, R. (2004). Nuova Guida alla Comprensione: Volume 2. Trento: Erickson.

Gajria, M; Jitendra, A. K; Sood, S. & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40 (3), 210-225.

Johnson-Laird, P. N. (1983). Mental models: Towards a cogni- tive science of language, inference, and conscious- ness. Cambridge, MA: Harvard University Press.

Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.

Lucangeli, D., Galderisi, D., & Cornoldi, C. (1995). Speciﬁc and general transfer effects following metamemory training. Learning Disabilities Research and Practice, 10, 11-21.

Mastropieri, M.A., & Scruggs, T.E. (1997) Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213.

Meneghetti, C., Carretti, B. & De Beni R. (2007).

Components of reading comprehension and scholastic achievement. Learning and Individual Differences. doi:10.1016/j.lindif.2006.11.001.

Miranda, A., Villaescusa, M. I., & Vidal-Abarca, E. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30, 503-512.

Nation, K., Clarke, P., & Snowling, M. J. (2002). General cognitive ability in children with reading comprehension difﬁculties. British Journal of Educational Psychology, 72, 549-560.

Pazzaglia, F., & Rizzato, R. (2001). Trattamenti metacognitivi per migliorare la comprensione della lettura: quale efﬁcacia? Età Evolutiva, 68, 104-117.

Shaywitz, S. E; Morris, R & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology,

, 451-475.

Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277-321.

Van Dijk, T. A., e Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.