Un modelo interactivo en comprensión lectora.

This is a proposal on interactive model of meaning construction in reading comprehension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to produce 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 investigation

Fecha de publicación:: 1999

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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dc.title.spa.fl_str_mv	Un modelo interactivo en comprensión lectora.
dc.title.translated.eng.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
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.spa.fl_str_mv	Educational psychology text structure Virtual text Reading comprehemsion Reader perception
topic	Educational psychology text structure Virtual text Reading comprehemsion Reader perception
description	This is a proposal on interactive model of meaning construction in reading comprehension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to produce 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 scientific) 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	1999
dc.date.issued.none.fl_str_mv	1999-01-01
dc.date.accessioned.none.fl_str_mv	2000-01-01 00:00:00 2023-01-23T15:40:45Z
dc.date.available.none.fl_str_mv	2000-01-01 00:00:00 2023-01-23T15:40:45Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.local.eng.fl_str_mv	Journal article
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dc.identifier.eissn.none.fl_str_mv	1909-9711
dc.identifier.issn.none.fl_str_mv	0123-9155
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10983/28297
dc.identifier.url.none.fl_str_mv	https://actacolombianapsicologia.ucatolica.edu.co/article/view/609
identifier_str_mv	1909-9711 0123-9155
url	https://hdl.handle.net/10983/28297 https://actacolombianapsicologia.ucatolica.edu.co/article/view/609
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dc.relation.bitstream.none.fl_str_mv	https://actacolombianapsicologia.ucatolica.edu.co/article/download/609/626
dc.relation.citationedition.spa.fl_str_mv	Núm. 3 , Año 2000
dc.relation.citationendpage.none.fl_str_mv	22
dc.relation.citationissue.spa.fl_str_mv	3
dc.relation.citationstartpage.none.fl_str_mv	9
dc.relation.ispartofjournal.spa.fl_str_mv	Acta Colombiana de Psicología
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 ]. Borkowski., y J.D. Day (eds.),intelligence and cognition in special children: comparative studies of gift. Norwood, New Jersey: Ablex. Bruner,]. (l 988). Realiclad 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 learning teaching and school ing. 454-460. Oxford: Blackwell. Johnson - Laird, PN.(1983). Mental models. Cambridge, MA: Harvard University Press. Kintsch, W, y Keenan,]. (1973). Reading rate and retention as a function of the Number of proposition in the base structure of sentences. Cognitive Psychology, 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,]. (1991 ). Metacognition and reading comprehension: Strategies for comprehension monitoring training. En M.Carretero, M.Pope, R.J.Simons, y J.I. Pozo (eds.),Learning and instruction’s. Oxford: Pergamon Press, Palincsar, A.S., y Brown, A.L. (1984). Reciprocal teaching of comprehension-leering activities in interactive learning situation. En H. Mandl, N.L. Stein, y 'I'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 pro gram to improve children's reading aware ness 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 awareness 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).Tl1e representation of knowledge in memory. En R.C.Anderson, R.J.Spiro, y WE. Montague (Eds.), Schooling and the acquisition of Knowledge. Hillsdale, New Jersey: Erlbaum. Sanford,A.J. y Garrod,S.C. (1981). Understanding Written Language: 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	Rosalía Montealegre, Alicia Almeida, Ana Cristina Bohórquez - 2000
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spelling	Montealegre, Rosalía8d6ade69-16d1-43d3-b4c2-6f03340d43fb300Almeida, Alicia1fd5a949-b76f-4cdd-b2a7-0297f0d5ca7c300Bohórquez, Ana Cristina46a59a86-f947-4229-b3e3-34fb9f2b116b3002000-01-01 00:00:002023-01-23T15:40:45Z2000-01-01 00:00:002023-01-23T15:40:45Z1999-01-01This is a proposal on interactive model of meaning construction in reading comprehension . It is analized how the reader starts from a personal context (perception, inferential capability, memory, metacognitive strategies) and buildg meanings to produce 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 scientific) 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/pdf1909-97110123-9155https://hdl.handle.net/10983/28297https://actacolombianapsicologia.ucatolica.edu.co/article/view/609spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/609/626Núm. 3 , Año 20002239Acta Colombiana de PsicologíaBereiter, 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 ]. Borkowski., y J.D. Day (eds.),intelligence and cognition in special children: comparative studies of gift. Norwood, New Jersey: Ablex.Bruner,]. (l 988). Realiclad 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 learning teaching and school ing. 454-460. Oxford: Blackwell.Johnson - Laird, PN.(1983). Mental models. Cambridge, MA: Harvard University Press. Kintsch, W, y Keenan,]. (1973). Reading rate and retention as a function of the Number of proposition in the base structure of sentences. Cognitive Psychology, 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,]. (1991 ). Metacognition and reading comprehension: Strategies for comprehension monitoring training. En M.Carretero, M.Pope, R.J.Simons, y J.I. Pozo (eds.),Learning and instruction’s. Oxford: Pergamon Press,Palincsar, A.S., y Brown, A.L. (1984). Reciprocal teaching of comprehension-leering activities in interactive learning situation. En H. Mandl, N.L. Stein, y 'I'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 pro gram to improve children's reading aware ness 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 awareness 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).Tl1e representation of knowledge in memory. En R.C.Anderson, R.J.Spiro, y WE. Montague (Eds.), Schooling and the acquisition of Knowledge. Hillsdale, New Jersey: Erlbaum.Sanford,A.J. y Garrod,S.C. (1981). Understanding Written Language: 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.Rosalía Montealegre, Alicia Almeida, Ana Cristina Bohórquez - 2000info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/609Educational psychology text structureVirtual textReading comprehemsionReader perceptionUn modelo interactivo en comprensión lectora.Un modelo interactivo en comprensión lectora.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2595https://repository.ucatolica.edu.co/bitstreams/0f89ed7b-2281-4340-9603-b0043da50d92/download0c332f65bcaece5c61f884ff7fcf759fMD5110983/28297oai:repository.ucatolica.edu.co:10983/282972023-03-24 17:40:10.221https://creativecommons.org/licenses/by-nc-sa/4.0/Rosalía Montealegre, Alicia Almeida, Ana Cristina Bohórquez - 2000https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Un modelo interactivo en comprensión lectora.

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