Un modelo interactivo en comprensión lectora

This is a proposal on interactive model of meaning construction in reading compre¬hension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to pro¬duce a virtual text or a subjunctive reality when...

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Autores:
Montealegre, Rosalía
Almeida, Alicia
Bohórquez, Ana Cristina
Tipo de recurso:
Article of journal
Fecha de publicación:
2000
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/22909
Acceso en línea:
https://hdl.handle.net/10983/22909
Palabra clave:
EDUCATIONAL PSYCHOLOGY
TEXT STRUCTURE
VIRTUAL TEXT
READING COMPREHEMSION
READER PERCEPTION
PSICOLOGÍA EDUCACIONAL
ESTRUCTURA DEL TEXTO
TEXTO VIRTUAL
COMPRENSIÓN DE LECTURA
PERCEPCIÓN DEL LECTOR
Rights
openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2000
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repository_id_str
dc.title.spa.fl_str_mv Un modelo interactivo en comprensión lectora
title Un modelo interactivo en comprensión lectora
spellingShingle Un modelo interactivo en comprensión lectora
EDUCATIONAL PSYCHOLOGY
TEXT STRUCTURE
VIRTUAL TEXT
READING COMPREHEMSION
READER PERCEPTION
PSICOLOGÍA EDUCACIONAL
ESTRUCTURA DEL TEXTO
TEXTO VIRTUAL
COMPRENSIÓN DE LECTURA
PERCEPCIÓN DEL LECTOR
title_short Un modelo interactivo en comprensión lectora
title_full Un modelo interactivo en comprensión lectora
title_fullStr Un modelo interactivo en comprensión lectora
title_full_unstemmed Un modelo interactivo en comprensión lectora
title_sort Un modelo interactivo en comprensión lectora
dc.creator.fl_str_mv Montealegre, Rosalía
Almeida, Alicia
Bohórquez, Ana Cristina
dc.contributor.author.spa.fl_str_mv Montealegre, Rosalía
Almeida, Alicia
Bohórquez, Ana Cristina
dc.subject.proposal.spa.fl_str_mv EDUCATIONAL PSYCHOLOGY
TEXT STRUCTURE
VIRTUAL TEXT
READING COMPREHEMSION
READER PERCEPTION
PSICOLOGÍA EDUCACIONAL
ESTRUCTURA DEL TEXTO
TEXTO VIRTUAL
COMPRENSIÓN DE LECTURA
PERCEPCIÓN DEL LECTOR
topic EDUCATIONAL PSYCHOLOGY
TEXT STRUCTURE
VIRTUAL TEXT
READING COMPREHEMSION
READER PERCEPTION
PSICOLOGÍA EDUCACIONAL
ESTRUCTURA DEL TEXTO
TEXTO VIRTUAL
COMPRENSIÓN DE LECTURA
PERCEPCIÓN DEL LECTOR
description This is a proposal on interactive model of meaning construction in reading compre¬hension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to pro¬duce a virtual text or a subjunctive reality when interacting with the text. When stressing the text and its context, the model specifies linguistic text units (words, sentences, speech) and meaning construction created by the author. Dealing with text or speech structure, the model presents two kinds of speech (literary and scien-tific ) and two modalities of thought (narrative and pragmatic). In short, the model shows the way the reader not only captures the contents of the text but also how she/he generates a creative construction when interacting with it.To verify the model it is suggested to focus on the interaction text-reader taking into account the context of each one, and to use the narrative text.
publishDate 2000
dc.date.issued.spa.fl_str_mv 2000-10
dc.date.accessioned.spa.fl_str_mv 2019-03-12T15:08:01Z
dc.date.available.spa.fl_str_mv 2019-03-12T15:08:01Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Montealegre, R., Almeida, A., & Bohórquez, A. (2000). Un modelo interactivo en comprensión lectora. Acta Colombiana de Psicología, 0(3), 9-22. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/609
dc.identifier.issn.spa.fl_str_mv 0123-9155
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/10983/22909
identifier_str_mv Montealegre, R., Almeida, A., & Bohórquez, A. (2000). Un modelo interactivo en comprensión lectora. Acta Colombiana de Psicología, 0(3), 9-22. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/609
0123-9155
url https://hdl.handle.net/10983/22909
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, No. 3 (oct. 2000); p. 9-22
dc.relation.references.spa.fl_str_mv Bereiter, C., y Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.
Bravo, L. (1995). Lenguaje y Dislexias. Santiago: Universidad Católica de Chile.
Brown, A.L., y Palincsar, A.S. (1987). Reciprocal Teaching of comprehension strategies: A natural history. of one program for enhancing learning. En J. Borkowski., y J.D. Day (eds.), Intelligence and cognition in special children: comparative studies of gift. Norwood, New Jersey: Ablex.
Bruner, J. (1988). Realidad mental y mundos posibles. Barcelona: Gedisa.
Bruner, J. (1995). Los Actos del Significado. Más allá de la revolución cognitiva. Madrid: Alianza.
Feldman, C. y Kalmar, D (1995). Some educational implications of Genre-Based mental model: The interpretative cognition of text understanding. Handbook of education and human development: New models of teaming teaching and schooling. 454-460. Oxford: Blackwell.
Johnson - Laird, P.N. (1983). Mental models. Cambridge, MA: Harvard University Press.
Kintsch, W., y Keenan, J. (1973). Reading rate and retention as a function of the Number of proposition in the base structure of sentences. Cognitive Psichology, 5, 257-274.
Luria, A.R. (1980). Lenguaje y Pensamiento. Barcelona: Fontanella.
Mateos, M. (1989). Leer para comprender: desarrollo y valoración de un programa de entrenamiento en supervisión y regulación de la comprensión lectora. Madrid: Universidad Autónoma.
Mateos, M., y Alonso, J. (1991). Metacognition and reading comprehension: Strategies for comprehension monitoring training. En M. Carretero, M. Pope, R.J. Simons, y J.I. Pozo (eds.), Leaming and instruction3. Oxford: Pergamon Press.
Palincsar, A.S., y Brown, A.L. (1984). Reciprocal teaching of comprehension-learing activities in interactive learning situation. En H. Mandi, N. L. Stein, y T. Trabasso (Eds), Learning and comprehension of text. Hillsdale, New Jersey: Earlbaum.
Paris, S.G., y Oka, E.R. (1986). Children’s reading strategies, metacognition and motivation. Developmental Review, 6, 25-26.
Paris, S.G., Cross, D.R., y Lipson, M.Y. (1984). Informed strategies for learning. A program to improve children’s reading awareness and comprehension Journal of educational Psychology, 76,1239-1252.
Paris, S.G., y Jacobson, J.E. (1984). The benefits of informed instructions for children’s reading awarenss and comprehension skill. Child development, 55, 2083-2093.
Rumelhart, D. (1977). Introduction to human information processing. New York: Wiley.
Rumelhart, D., y Ortony, A. (1977). The representation of knowledge in memory. En R.C. Anderson, R.J. Spiro, y W.E. Montague (Eds), Schooling and the acquisition of Knowledge. Hillsdale, New Jersey: Erlbaum.
Sanford, A.J. y Garrod, S.C. (1981). Understanding Written Languaje: Explorations in Comprehension beyond the Sentence. Chichester. Wiley.
Schank, R.C., y Abelson, R.P. (1977). Scrips, Plans, Goals, and understanding. Hillsdale, New Jersey: Erlbaum.
dc.rights.spa.fl_str_mv Derechos Reservados - Universidad Católica de Colombia, 2000
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spelling Montealegre, Rosalía8d6ade69-16d1-43d3-b4c2-6f03340d43fb-1Almeida, Alicia1fd5a949-b76f-4cdd-b2a7-0297f0d5ca7c-1Bohórquez, Ana Cristina46a59a86-f947-4229-b3e3-34fb9f2b116b-12019-03-12T15:08:01Z2019-03-12T15:08:01Z2000-10This is a proposal on interactive model of meaning construction in reading compre¬hension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to pro¬duce a virtual text or a subjunctive reality when interacting with the text. When stressing the text and its context, the model specifies linguistic text units (words, sentences, speech) and meaning construction created by the author. Dealing with text or speech structure, the model presents two kinds of speech (literary and scien-tific ) and two modalities of thought (narrative and pragmatic). In short, the model shows the way the reader not only captures the contents of the text but also how she/he generates a creative construction when interacting with it.To verify the model it is suggested to focus on the interaction text-reader taking into account the context of each one, and to use the narrative text.application/pdfMontealegre, R., Almeida, A., & Bohórquez, A. (2000). Un modelo interactivo en comprensión lectora. Acta Colombiana de Psicología, 0(3), 9-22. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/6090123-9155https://hdl.handle.net/10983/22909spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, No. 3 (oct. 2000); p. 9-22Bereiter, C., y Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.Bravo, L. (1995). Lenguaje y Dislexias. Santiago: Universidad Católica de Chile.Brown, A.L., y Palincsar, A.S. (1987). Reciprocal Teaching of comprehension strategies: A natural history. of one program for enhancing learning. En J. Borkowski., y J.D. Day (eds.), Intelligence and cognition in special children: comparative studies of gift. Norwood, New Jersey: Ablex.Bruner, J. (1988). Realidad mental y mundos posibles. Barcelona: Gedisa.Bruner, J. (1995). Los Actos del Significado. Más allá de la revolución cognitiva. Madrid: Alianza.Feldman, C. y Kalmar, D (1995). Some educational implications of Genre-Based mental model: The interpretative cognition of text understanding. Handbook of education and human development: New models of teaming teaching and schooling. 454-460. Oxford: Blackwell.Johnson - Laird, P.N. (1983). Mental models. Cambridge, MA: Harvard University Press.Kintsch, W., y Keenan, J. (1973). Reading rate and retention as a function of the Number of proposition in the base structure of sentences. Cognitive Psichology, 5, 257-274.Luria, A.R. (1980). Lenguaje y Pensamiento. Barcelona: Fontanella.Mateos, M. (1989). Leer para comprender: desarrollo y valoración de un programa de entrenamiento en supervisión y regulación de la comprensión lectora. Madrid: Universidad Autónoma.Mateos, M., y Alonso, J. (1991). Metacognition and reading comprehension: Strategies for comprehension monitoring training. En M. Carretero, M. Pope, R.J. Simons, y J.I. Pozo (eds.), Leaming and instruction3. Oxford: Pergamon Press.Palincsar, A.S., y Brown, A.L. (1984). Reciprocal teaching of comprehension-learing activities in interactive learning situation. En H. Mandi, N. L. Stein, y T. Trabasso (Eds), Learning and comprehension of text. Hillsdale, New Jersey: Earlbaum.Paris, S.G., y Oka, E.R. (1986). Children’s reading strategies, metacognition and motivation. Developmental Review, 6, 25-26.Paris, S.G., Cross, D.R., y Lipson, M.Y. (1984). Informed strategies for learning. A program to improve children’s reading awareness and comprehension Journal of educational Psychology, 76,1239-1252.Paris, S.G., y Jacobson, J.E. (1984). The benefits of informed instructions for children’s reading awarenss and comprehension skill. Child development, 55, 2083-2093.Rumelhart, D. (1977). Introduction to human information processing. New York: Wiley.Rumelhart, D., y Ortony, A. (1977). The representation of knowledge in memory. En R.C. Anderson, R.J. Spiro, y W.E. Montague (Eds), Schooling and the acquisition of Knowledge. Hillsdale, New Jersey: Erlbaum.Sanford, A.J. y Garrod, S.C. (1981). Understanding Written Languaje: Explorations in Comprehension beyond the Sentence. Chichester. Wiley.Schank, R.C., y Abelson, R.P. (1977). Scrips, Plans, Goals, and understanding. Hillsdale, New Jersey: Erlbaum.Derechos Reservados - Universidad Católica de Colombia, 2000info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2EDUCATIONAL PSYCHOLOGYTEXT STRUCTUREVIRTUAL TEXTREADING COMPREHEMSIONREADER PERCEPTIONPSICOLOGÍA EDUCACIONALESTRUCTURA DEL TEXTOTEXTO VIRTUALCOMPRENSIÓN DE LECTURAPERCEPCIÓN DEL LECTORUn modelo interactivo en comprensión lectoraArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINAL609-1692-1-SM.pdf609-1692-1-SM.pdfArtículo principalapplication/pdf821597https://repository.ucatolica.edu.co/bitstreams/b61b54cb-f233-414a-afa8-8252e357957c/download8ac5d634ba00ca8f8eef316d379075efMD51TEXT609-1692-1-SM.pdf.txt609-1692-1-SM.pdf.txtExtracted texttext/plain14https://repository.ucatolica.edu.co/bitstreams/98150b52-58eb-4b16-8ffa-73c6ddc43438/download06b7e51e8fc077b8c75076712e4dd2b3MD52THUMBNAIL609-1692-1-SM.pdf.jpg609-1692-1-SM.pdf.jpgRIUCACimage/jpeg17586https://repository.ucatolica.edu.co/bitstreams/c7bfdbf4-2408-468c-b399-0f9f301c941c/download2bb46b145578c4fb81ad34cebc1e6f63MD5310983/22909oai:repository.ucatolica.edu.co:10983/229092023-03-24 14:51:23.898https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2000https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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