Inferences on Children’s Reading Groups

Inferences on Children’s Reading Groups

This article focuses on the non-literal information of a text, which can be inferred from key elements or clues offered by the text itself. This kind of text is called implicit text or inference, due to the thinking process that it stimulates. The explicit resources that lead to information retri...

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Huvudupphovsman: González García, Javier
Materialtyp: Online
Språk:spa
Publicerad: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2009
Länkar:https://redie.uabc.mx/index.php/redie/article/view/221
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spelling redie-article-2212017-04-19T01:05:49Z Inferences on Children’s Reading Groups Inferencias en grupos infantiles de lectura González García, Javier Cognitive processes learning teaching methods story reading. Procesos cognitivos aprendizaje métodos de aprendizaje narración de historias. This article focuses on the non-literal information of a text, which can be inferred from key elements or clues offered by the text itself. This kind of text is called implicit text or inference, due to the thinking process that it stimulates. The explicit resources that lead to information retrieval are related to others of implicit information, which have increased their relevance. In this study, during two courses, how two teachers interpret three stories and how they establish a debate dividing the class into three student groups, was analyzed. The sample was formed by two classes of two urban public schools of Burgos capital (Spain), and two of public schools of Tampico (Mexico). This allowed us to observe an increasing percentage value of the group focused in text comprehension, and a lesser percentage of the group perceiving comprehension as a secondary objective. Este artículo se enfoca en la información no literal de un texto, que puede inferirse a partir de claves o indicios que el propio texto ofrece. A esto se le llama texto implícito o inferencia, por el proceso de pensamiento que estimula. Las fuentes explícitas que conducen a una recuperación de la información se relacionan con otras de información implícita, cuya importancia actualmente está en aumento. En el presente estudio se analizó, durante dos ciclos escolares, la forma en que dos profesoras interpretan tres cuentos, y establecen una discusión conjunta al dividir la clase en grupos de tres niños. La muestra se conformó por dos aulas de dos escuelas públicas urbanas de Burgos capital (España), y de dos escuelas públicas de Tampico (México). Ello permitió observar el valor porcentual creciente en el grupo centrado en la comprensión del texto, y porcentajes muy inferiores en el grupo que percibe la comprensión como objetivo secundario. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2009-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/221 Revista Electrónica de Investigación Educativa; Vol. 11 No. 1 (2009) Revista Electrónica de Investigación Educativa; Vol. 11 Núm. 1 (2009) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/221/766 https://redie.uabc.mx/index.php/redie/article/view/221/375 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author González García, Javier
spellingShingle González García, Javier
Inferences on Children’s Reading Groups
author_facet González García, Javier
author_sort González García, Javier
title Inferences on Children’s Reading Groups
title_short Inferences on Children’s Reading Groups
title_full Inferences on Children’s Reading Groups
title_fullStr Inferences on Children’s Reading Groups
title_full_unstemmed Inferences on Children’s Reading Groups
title_sort inferences on children’s reading groups
description This article focuses on the non-literal information of a text, which can be inferred from key elements or clues offered by the text itself. This kind of text is called implicit text or inference, due to the thinking process that it stimulates. The explicit resources that lead to information retrieval are related to others of implicit information, which have increased their relevance. In this study, during two courses, how two teachers interpret three stories and how they establish a debate dividing the class into three student groups, was analyzed. The sample was formed by two classes of two urban public schools of Burgos capital (Spain), and two of public schools of Tampico (Mexico). This allowed us to observe an increasing percentage value of the group focused in text comprehension, and a lesser percentage of the group perceiving comprehension as a secondary objective.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2009
url https://redie.uabc.mx/index.php/redie/article/view/221
_version_ 1715723520647888896

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