Reading fluency and reading comprehension in Spanish secondary students

  1. Marta Álvarez-Cañizo 1
  2. Elena Cueva 1
  3. Fernando Cuetos 1
  4. Paz Suárez-Coalla 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 1

Páginas: 75-83

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2019.196 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: tradicionalmente, los estudios sobre fluidez lectora y comprensión se centraban en primaria y usaban textos narrativos. Sin embargo, la fluidez lectora continúa desarrollándose en Educación Secundaria, en la que los textos más usados son expositivos. Método: el objetivo de nuestro estudio era investigar la fluidez y la comprensión lectoras en estudiantes de Secundaria, comparando dos textos (narrativo y expositivo) con distintos tipos de oraciones (declarativa, adversativa y enumerativa). Resultados: encontramos diferencias en fluidez lectora entre textos, con una prosodia más marcada (pausas y contorno melódico) en el texto expositivo, sugiriendo que los lectores confían en ella para su comprensión. Además, encontramos una mayor relación de variables prosódicas con el texto expositivo que con el narrativo. Conclusiones: nuestros resultados confirman que la fluidez lectora continúa desarrollándose en Secundaria. Parece que el texto expositivo, debido a su mayor dificultad, requiere un mayor apoyo y exageración de la prosodia al leerlos para poder comprenderlos.

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Información de financiación

This study was funded by Grant PSI2015-64174-P from the Spanish Government.

Financiadores

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