READING COMPREHENSION AND RECOGNITION WORDS
Since the classic simple reading model proposed by Gough and Tunmer (1986), numerous studies have intended to demonstrate the relative and independent contribution of the decodification to the comprehension. The objective of the present study is to specify these relative independence by correlating...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2009 |
| País: | Uruguay |
| Recursos: | Universidad Católica del Uruguay |
| Repositorio: | LIBERI |
| Idioma: | español |
| OAI Identifier: | oai:liberi.ucu.edu.uy:10895/5247 |
| Acesso em linha: | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/147 https://hdl.handle.net/10895/5247 |
| Access Level: | acceso abierto |
| Palavra-chave: | decodificación comprensión dificultades Decodification reading comprehension difficulties |
| Resumo: | Since the classic simple reading model proposed by Gough and Tunmer (1986), numerous studies have intended to demonstrate the relative and independent contribution of the decodification to the comprehension. The objective of the present study is to specify these relative independence by correlating skills, not of decodification, but of the “lexic-semantic” processing and fl uency, with the reading comprehension in 4th, 5th and 6th grade individuals. The results show, in the hole sample and in each of the three school grades, a positive and moderate correlation between the variables studied. These results and its educative implications are discussed. |
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