Superficial, Profound, and Reflective-Critical Reading Comprehension of a Eementary Student

This paper presents partial results of an investigation aimed to describe and analyze how students of Escuela Nueva, in a Colombian elementary, understand superficial, profound, critical, and reflective expository texts, with cold and warm help from the teacher and support from parents. The interpretive paradigm was used with a qualitative approach, using educational ethnography. The sample consisted of seven primary school children. I used surveys and the application of multidisciplinary guides, in which, based on expository texts, I questioned the students for mobilizing comprehensive processes. For this article, the results show the understanding of an expository text of a student in the fifth grade. For superficial understanding, the student retrieved literal information using loose words, short sentences, and extensive textual statements; in the profound, he saw hidden senses and associated the readings with their socio-cultural context; in reflective-critical took reasoned positions. The cognitive and affective aids of the teacher and involvement of parents contributed to the consolidation of knowledge

• Fecha de publicación: 2021
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/11574
• Acceso en línea: https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12549; https://repositorio.uptc.edu.co/handle/001/11574
• Palabra clave: comprensión superficial; profunda y reflexivo-crítica; estudiante; docente; familia; primaria; superficial; profound and reflective-critical understanding; student; teacher; family; elementary
• License: Derechos de autor 2021 Educación Y Ciencia