Session Information
27 SES 02 B, Parallel Paper Session
Parallel Paper Session
Contribution
Competence in reading comprehension is an essential target in current education topics. PIRLS and PISA reports have shown that the results of Spanish schoolchildren in reading comprehension are lower than those obtained in other countries. The work carried out within the framework of the APICLE - EDU2009-10321 project, funded by the Ministry of Science and Innovation of Spain, aims to better understand and contribute to improve the reading comprehension of students by facilitating thus their personal, academic and social development.
Understanding texts is a constructive process in which data that provides the text are as important as the previous information available in the memory (De Vega, Carreiras, Gutiérrez-Calvo & Alonso-Quecuty, 1990). Reading involves a transaction between the reader and the text, so that the characteristics and previous knowledge of the reader are as important for understanding as the information the text adds (Colomer & Camps, 1990). Comprehensive reading requires the reader to be able to integrate such information into units of global sense, in a representation of the content of the text which is much more than the sum of the meanings of the individual words (De Vega et al, 1990; Vidal-Abarca, 1998). During comprehensive reading, reader infers information, i.e., he understands some specific aspect of the text from the meaning of another or completes the meaning of some aspect of the text with extra textual information.
The so-called Simple View of Reading (SVR) (Gough and Tunmer, 1986; Hoover and Gough, 1990) considers that comprehension is the product of two processes: decoding and oral comprehension. This model has proved its effectiveness to explain a very high percentage of variation in the levels of reading comprehension of schoolchildren (Tilstra, McMaster, Van den Broek, Kendeou and Rapp, 2009).
On the other hand, according to Van Dijk & Kintsh (1983) and Adam (1985) we know that discursive organization of different types of text affects the interpretation of the reader. We also know that certain discursive organizations, such as the narrative text, facilitate understanding and formulation of certain inference types (Fayol, 1991).
The aim of this study is to explore the overall level of comprehension by comparing both modality (oral / written) and text type (narrative / expository) in children in third grade of primary education, when children have surpassed the initial learning of reading (Nakamoto Lindsey and Manis, 2007).
Method
Expected Outcomes
References
Adam, J. M. (1985) Quels types de textes? en LFDM Nº 192, Avril 1985 Colomer, T; Camps, A. (1996) Enseñar a leer, enseñar a comprender. Madrid, Celeste/MEC. De Vega, M.; M. Carreiras; M. Gutiérrez-Calvo & M. Alonso-Quecuty, (1990) Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza Editorial. Fayol, Michel. 1991. Stories A Psycholinguistic and Ontogenetic Approach to the Acquisition of Narrative Abilities. In G. Piéraut-Le Bonniec; M. Dolitsky (Eds.), Language Bases... Discourse Bases. John Benjamins Ed. (229 – 244). Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7¸6-10. Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2¸127-160. MEC (2006) PIRLS 2006. Estudio Internacional de progreso de la comprensión lectora. Informe español. Madrid: Ministerio de Educación y Ciencia. Nakamoto, J., Lindsey, K.A., y Manis, F.R. (2007) A longitudinal analysis of English language learners’ word decoding and reading comprehension. Reading and Writing, an Interdisciplinary Journal, 20, 7. Tilstra, J; McMaster, K; Van den Broek, P; Kendeou, P & Rapp, D. (2009) Simple but complex: components of the simple view of reading across grade levels. Journal of Research in Reading, 32, 4 (383-401). Van Dijk, T. A.; Kintsch, W. (1983) Strategies of discourse comprehension. New York: Academic Vidal-Abarca, E. (1998) ¿Por qué los textos son difíciles de comprender? Las inferencias son la respuesta, Textos de didáctica de la lengua y de la literatura, 16, 85-97.
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