Teenagers Poor Readers: Evaluation of Basic Cognitive Process

The present study aims to investigate the cognitive processes associated with reading difficulties of teenage poor readers. Several studies suggest that this population presents a poor comprehension, despite reading the words properly and have good phonological skills (which distinguishes them from...

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Detalhes bibliográficos
Autores: Flores Macías, Rosa del Carmen, Jiménez González, Juan Eugenio, García Miranda, Eduardo
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2015
País:México
Recursos:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repositório:Revista Electrónica de Investigacion Educativa
Idioma:espanhol
OAI Identifier:oai:ojs.redie.uabc.mx:article/542
Acesso em linha:https://redie.uabc.mx/redie/article/view/542
Access Level:Acceso aberto
Palavra-chave:Reading
Reading comprehension difficulties
teenagers.
Lectura
comprensión lectora
adolescentes.
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spelling Teenagers Poor Readers: Evaluation of Basic Cognitive ProcessAdolescentes pobres lectores. Evaluación de procesos cognoscitivos básicosFlores Macías, Rosa del CarmenJiménez González, Juan EugenioGarcía Miranda, EduardoReadingReading comprehension difficultiesteenagers.Lecturacomprensión lectoraadolescentes.The present study aims to investigate the cognitive processes associated with reading difficulties of teenage poor readers. Several studies suggest that this population presents a poor comprehension, despite reading the words properly and have good phonological skills (which distinguishes them from a population with dyslexia). With a comparative cross-sectional design the Sicole-R multimedia battery, which assesses basic cognitive processes related to reading, was applied to participants. Results indicate that poor reader students exhibit a lower performance than normal readers in phonological awareness, orthographic processing and processing syntax, although only the latter comparison was statistically significant.Diferentes estudios identifican a un grupo de lectores que, pese a leer adecuadamente las palabras y tener buenas habilidades fonológicas (lo que los distingue de una población con dislexia), no logran una buena comprensión, se les conoce como pobres lectores. El objetivo de este estudio es establecer en qué procesos cognoscitivos básicos asociados a la lectura residen las dificultades de un grupo de adolescentes pobres lectores. El estudio, comparativo transversal, se realizó con una muestra de estudiantes de primero de secundaria a primero de bachillerato, a quienes se les ubicó en uno de dos grupos: normolector o pobre lector por su rendimiento en una prueba de comprensión lectora; ambos grupos se igualaron por coeficiente intelectual, edad y número de hombres y mujeres. En forma individual se aplicó el Sicole-R, batería multimedia que evalúa procesos cognoscitivos básicos vinculados a la lectura. Los resultados indican que los alumnos pobres lectores se distinguen de los normo lectores por mostrar un desempeño menor de conciencia fonológica, procesamiento ortográfico y procesamiento sintáctico, pero sólo en el último proceso las diferencias son estadísticamente significativas.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2015-04-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfhttps://redie.uabc.mx/redie/article/view/542Revista Electrónica de Investigación Educativa; Vol. 17 No. 2 (2015)Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 2 (2015)1607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCspahttps://redie.uabc.mx/redie/article/view/542/1221https://redie.uabc.mx/redie/article/view/542/1234Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/5422024-08-22T16:52:56Z
dc.title.none.fl_str_mv Teenagers Poor Readers: Evaluation of Basic Cognitive Process
Adolescentes pobres lectores. Evaluación de procesos cognoscitivos básicos
title Teenagers Poor Readers: Evaluation of Basic Cognitive Process
spellingShingle Teenagers Poor Readers: Evaluation of Basic Cognitive Process
Flores Macías, Rosa del Carmen
Reading
Reading comprehension difficulties
teenagers.
Lectura
comprensión lectora
adolescentes.
title_short Teenagers Poor Readers: Evaluation of Basic Cognitive Process
title_full Teenagers Poor Readers: Evaluation of Basic Cognitive Process
title_fullStr Teenagers Poor Readers: Evaluation of Basic Cognitive Process
title_full_unstemmed Teenagers Poor Readers: Evaluation of Basic Cognitive Process
title_sort Teenagers Poor Readers: Evaluation of Basic Cognitive Process
dc.creator.none.fl_str_mv Flores Macías, Rosa del Carmen
Jiménez González, Juan Eugenio
García Miranda, Eduardo
author Flores Macías, Rosa del Carmen
author_facet Flores Macías, Rosa del Carmen
Jiménez González, Juan Eugenio
García Miranda, Eduardo
author_role author
author2 Jiménez González, Juan Eugenio
García Miranda, Eduardo
author2_role author
author
dc.subject.none.fl_str_mv Reading
Reading comprehension difficulties
teenagers.
Lectura
comprensión lectora
adolescentes.
topic Reading
Reading comprehension difficulties
teenagers.
Lectura
comprensión lectora
adolescentes.
description The present study aims to investigate the cognitive processes associated with reading difficulties of teenage poor readers. Several studies suggest that this population presents a poor comprehension, despite reading the words properly and have good phonological skills (which distinguishes them from a population with dyslexia). With a comparative cross-sectional design the Sicole-R multimedia battery, which assesses basic cognitive processes related to reading, was applied to participants. Results indicate that poor reader students exhibit a lower performance than normal readers in phonological awareness, orthographic processing and processing syntax, although only the latter comparison was statistically significant.
publishDate 2015
dc.date.none.fl_str_mv 2015-04-16
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/542
url https://redie.uabc.mx/redie/article/view/542
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/542/1221
https://redie.uabc.mx/redie/article/view/542/1234
dc.rights.none.fl_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 17 No. 2 (2015)
Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 2 (2015)
1607-4041
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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