Publication: Metacomprensión e inteligencia emocional: relación e influencia en la comprensión lectora en alumnado de 5º y 6º de educación primaria
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2017-06-21
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Universidad Complutense de Madrid
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Abstract
Leer es una actividad tremendamente cotidiana para nuestra sociedad hoy, pero no lo es para otras sociedades o grupos culturales. En las culturas desarrolladas, el aprendizaje de la lectura es temprano y se llega a automatizar de tal manera que, una vez adquirida, se realiza casi inconscientemente (Clemente, 2008). Esta actividad compleja desde el punto de vista cognitivo, es la llave de acceso a la cultura, herramienta fundamental para la adquisición de conocimientos (Chartier, 2008), base de los aprendizajes escolares y una gran fuente de ocio placentera. Por eso, quienes no han tenido la oportunidad de aprender a leer se encuentran en una situación de desventaja respecto al conocimiento y el aprendizaje. El concepto de lectura ha evolucionado desde una concepción tradicional puramente mecánica, donde la decodificación es el proceso clave, hasta las perspectivas más actuales donde leer se vincula a comprensión, interpretación y construcción de significado (León, 2002). Estas corrientes más interactivas (Solé, 2005) y constructivistas sociales (Navarro, 1991) ponen el énfasis en la interacción entre el lector y el texto, como procesos clave, sin olvidar la relevancia de los aspectos sociales y emocionales (Vallés, 2005) que intervienen en ella. La presente investigación se basa en el concepto de lectura como proceso en el que intervienen factores de tipo cognitivo, metacognitivo y emocional, donde el lector construye el significado del texto a partir de sus conocimientos previos, esquemas, capacidad para elaborar inferencias y motivaciones. Desde esta concepción de lectura, se desprende la importancia de la misma, especialmente en el contexto académico. Un lector capaz de conocer sus propios procesos de comprensión y autorregularlos podrá comprender (Carretti, Caldarola, Tencati y Cornoldi, 2014) y aprender de los textos (Sánchez, 1988). Sin embargo, aquellos lectores que no posean esas habilidades metacognitivas presentarán dificultades para comprender y aprender de lo que leen, lo que se traducirá, en muchos casos, en fracaso académico (Alvarado, 2003)...
Reading is a daily activity in our society, but it isńt in other societies or cultural groups. In developed cultures, learning to read is acquired in early ages and becomes automatic to such an extent, that one does it unconsciously (Clemente, 2008). This complex activity from the cognitive point of view is the key to culture, fundamental tool for the acquisition of knowledge, base of all learning and a grand source of pleasant leisure. For this, whoever has not had the opportunity to learn to read is at a disadvantage with respect to knowledge and learning. The concept of reading has evolved from a purely traditional mechanical concept, where the decoding is the key process, to the most recent perspectives where reading is linked to comprehension, interpretation and construction of significance (León, 2002). These more interactive trends (Solé, 2005) and social constructivist (Navarro, 1991) put the emphasis on the interaction between the reader and the text, as key process, without forgetting the relevance of the social and emotional (Vallés, 2005) aspects which intervene. The present investigation is based on the concept of reading as a process in which cognitive, metacognitive and emotional factors intervene, where the reader constructs the significance of the text from their previous knowledge, outlines, capacity to elaborate inferences and motivations. From this concept of reading, we understand the importance of it, especially in an academic context. A reader who is able to know his own comprehension processes and self regulate them will be able to understand (Carreti, Caldarola, Tencati y Cornodli, 2014) and learn from the texts (Sánchez, 1988). However, those readers who do not posses these metacognitive skills will present difficulties to comprehend and learn from what they read, which will terminate in many cases in academic failure (Alvarado, 2003)...
Reading is a daily activity in our society, but it isńt in other societies or cultural groups. In developed cultures, learning to read is acquired in early ages and becomes automatic to such an extent, that one does it unconsciously (Clemente, 2008). This complex activity from the cognitive point of view is the key to culture, fundamental tool for the acquisition of knowledge, base of all learning and a grand source of pleasant leisure. For this, whoever has not had the opportunity to learn to read is at a disadvantage with respect to knowledge and learning. The concept of reading has evolved from a purely traditional mechanical concept, where the decoding is the key process, to the most recent perspectives where reading is linked to comprehension, interpretation and construction of significance (León, 2002). These more interactive trends (Solé, 2005) and social constructivist (Navarro, 1991) put the emphasis on the interaction between the reader and the text, as key process, without forgetting the relevance of the social and emotional (Vallés, 2005) aspects which intervene. The present investigation is based on the concept of reading as a process in which cognitive, metacognitive and emotional factors intervene, where the reader constructs the significance of the text from their previous knowledge, outlines, capacity to elaborate inferences and motivations. From this concept of reading, we understand the importance of it, especially in an academic context. A reader who is able to know his own comprehension processes and self regulate them will be able to understand (Carreti, Caldarola, Tencati y Cornodli, 2014) and learn from the texts (Sánchez, 1988). However, those readers who do not posses these metacognitive skills will present difficulties to comprehend and learn from what they read, which will terminate in many cases in academic failure (Alvarado, 2003)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Psicología Básica II (Procesos Cognitivos), leída el 13-12-2016