COMPRENSIÓN LECTORA Y RECONOCIMIENTO DE PALABRAS

Alejandra Balbi; Ariel Cuadro; Daniel Trías

doi:10.22235/cp.v3i2.147

Autores

Alejandra Balbi Universidad Católica del Uruguay
Ariel Cuadro Universidad Católica del Uruguay
Daniel Trías Universidad Católica del Uruguay

DOI:

https://doi.org/10.22235/cp.v3i2.147

Palavras-chave:

decodificación, comprensión, dificultades

Resumo

Desde el ya clásico modelo simple de lectura propuesto por Gough y Tunmer (1986), numerosos estudios han pretendido demostrar la contribución relativa e independiente de la decodificación a la comprensión. El presente estudio tiene por objetivo precisar esta relativa independencia, al correlacionar habilidades, ya no de decodificación, sino de procesamiento léxico-semántico y fluidez, con la comprensión de textos, en sujetos de 4º, 5º y 6º grado escolar. Los resultados evidencian a nivel general y en los tres grados escolares, una correlación positiva y moderada entre las variables estudiadas. Se discuten estos resultados y sus implicaciones educativas.

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