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Psicothema, 2011. Vol. Vol. 23 (nº 1). 38-43




Enseñanza recíproca y autoobservación del uso de estrategias: efectos sobre la comprensión de textos

Manuel Soriano Ferrer, Fatma Chebaani, Encarnación Soriano Ayala y Adela Descals Tomás

Universidad de Valencia, Becaria del Ministerio de Asuntos Exteriores y Universidad de Almería

La Enseñanza Recíproca (ER) es un procedimiento instruccional que enseña a los estudiantes estrategias cognitivas para incrementar la comprensión lectora. Por otro lado, la autoobservación (AO) del uso de estrategias puede incrementar los beneficios de la instrucción. Así, nos planteamos dos objetivos: (a) analizar la efectividad de la ER en aulas ordinarias; (b) determinar los beneficios de la AO del uso de estrategias a la instrucción mediante ER. Participaron 59 alumnos de 4º de E.P.: 19 fueron instruidos mediante ER; 18 mediante ER+AO y 22 recibieron la enseñanza tradicional. Se emplearon dos tipos de medidas: medidas de efectos específicos (idea principal, resumen y supervisión y regulación) y medidas de generalización (tests estandarizados, significado implícito y recuerdo). Los resultados demuestran que los grupos ER mejoraron en las medidas de efectos específicos y en algunas de las de generalización. Sin embargo, la AO no aporta ningún beneficio a la instrucción mediante ER.

Reciprocal teaching and self-monitoring of strategy use: Effects on reading comprehension. Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT.

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