Publication: Mejora de la comprensión lectora del alumnado con Trastorno por Déficit de Atención con o sin Hiperactividad (TDAH) en la escolaridad obligatoria española
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2016-11-24
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Universidad Complutense de Madrid
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Abstract
Esta tesis doctoral versa sobre el proceso intermedio entre la lectura para la adquisición del conocimiento y la escritura para demostrar conocimiento; esa lectura que nos dice sobre lo que hemos de escribir y que es tan utilizada en la escuela: la lectura de los enunciados de los ejercicios escolares. Es una tesis sobre lectura, pero sobre una clase de lectura muy particular, que se genera en la escuela y para uso de la escuela, pero que sorprendentemente no se evalúa en la escuela. Parecería que la institución escolar creyese hasta hace poco que, al adquirir la capacidad de decodificar el código alfabético, todos los alumnos fueran a ser capaces de comprender las lecturas de todo tipo de textos. Ciertamente en los últimos 15 años se han venido estudiando, y a veces enseñando, las diferentes estructuras de variados tipos de textos (narrativos, expositivos, periodísticos, etc.), pero hasta ahora se han estudiado muy poco las peculiares estructuras de los enunciados de los ejercicios escolares, que son tan habituales en el proceso de enseñanza-aprendizaje. Los ejercicios y los exámenes académicos tienen unas estructuras características, que se repiten habitualmente. Pueden describirse tres de ellas como las más comunes, que están presentes en casi el 90 de los ejercicios que estudiamos, procedentes de libros escolares, exámenes y ejercicios propuestos por los maestros: las construidas por imperativos, las preguntas encabezadas por adverbios o pronombres relativos y las que son una mezcla de las anteriores. Nuestra hipótesis de Investigación-Acción era que los alumnos entrenados mejorarían el rendimiento en su ejecución de ejercicios escolares. Nuestra hipótesis experimental consistía en falsar la afirmación de que tanto el alumnado entrenado como el no entrenado en los talleres, obtendría resultados similares en el segundo paso del ECLE...
This dissertation is on the intermediate process between readings for knowledge acquisition and writing to demonstrate knowledge; that reading that tells us what the aim to write is and under such heavy use at school: reading the statements of school exercises. It is a thesis on reading, but on a very particular kind of reading, which is generated in the school and for school use, but surprisingly not evaluated at school. It would seem that teachers believed until recently that by acquiring the ability to decode the letter code, all students were to be able to understand the readings of all kinds of texts. Certainly in the last 15 years they have been studying, and sometimes teaching, the different structures of various types of texts (narrative, expository, newspaper, etc.), but so far have been studied very little peculiar structures of the statements of the school exercises, which are so common in the teaching-learning process. The exercises and academic exams structures have characteristics that are repeated often. Three of them can be described as the most common, present in nearly 90% exercises we studied from textbooks, tests and exercises made for teachers: those built by imperatives, questions headed by relative pronouns and adverbs and a mixture of both aforementioned. Our Action Research hypothesis was that trained students improve their performance in school exercise execution. Our experimental hypothesis was to falsify the notion that both trained and untrained pupils in workshops, would obtain the same results in the second step of ECLE...
This dissertation is on the intermediate process between readings for knowledge acquisition and writing to demonstrate knowledge; that reading that tells us what the aim to write is and under such heavy use at school: reading the statements of school exercises. It is a thesis on reading, but on a very particular kind of reading, which is generated in the school and for school use, but surprisingly not evaluated at school. It would seem that teachers believed until recently that by acquiring the ability to decode the letter code, all students were to be able to understand the readings of all kinds of texts. Certainly in the last 15 years they have been studying, and sometimes teaching, the different structures of various types of texts (narrative, expository, newspaper, etc.), but so far have been studied very little peculiar structures of the statements of the school exercises, which are so common in the teaching-learning process. The exercises and academic exams structures have characteristics that are repeated often. Three of them can be described as the most common, present in nearly 90% exercises we studied from textbooks, tests and exercises made for teachers: those built by imperatives, questions headed by relative pronouns and adverbs and a mixture of both aforementioned. Our Action Research hypothesis was that trained students improve their performance in school exercise execution. Our experimental hypothesis was to falsify the notion that both trained and untrained pupils in workshops, would obtain the same results in the second step of ECLE...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de la Lengua y la Literatura, leída el 08-01-2016