Procesos léxicos y de comprensión lectora en alumnos de Educación Secundaria
- Pilar Sanz-Cervera
- María Inmaculada Fernández Andrés
- Amparo Tijeras Iborra
- Ximena Vélez Calvo
- Juan Vicente Blázquez Garcés
ISSN: 0214-9877
Ano de publicación: 2015
Título do exemplar: Una nueva visión de la Psicología: La Psicología positiva
Volume: 1
Número: 1
Páxinas: 231-240
Tipo: Artigo
Outras publicacións en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Resumo
Reading comprehension is a complex process that requires both the “construction” and the “integration” of information, making it an interactive process that involves a wide variety of mental processes. This fact implies a great heterogeneity of difficulties in reading comprehension. The aim of this study consists of analyzing the possible differences in lexical and reading comprehension processes among a group of students with reading comprehension difficulties and another group of students without these difficulties. The participants of this study were 84 adolescents (42 with reading comprehension difficulties and 42 without them) from 12 to 16 years of age enrolled in the stage of compulsory secondary education. The results show that the information is processed differently in both groups. The main differences are obtained in lexical processes as well as understanding explicit ideas and making anaphoric inferences. The purpose of this paper is to design interventions that meet the needs of students with reading comprehension difficulties.