Gayo Elena, Deaño Manuel, Conde Ángeles, Ribeiro Iolanda, Cadime Irene, Alfonso Sonia
Universidad de Vigo.
Psicothema. 2014;26(4):464-70. doi: 10.7334/psicothema2014.42.
Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program.
Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade.
The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up.
Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.
多项调查显示，促进认知和元认知策略可提高阅读理解能力，且当读者接受此类指导时，他们能够充分运用监控过程和调节策略。本研究旨在通过“Aprender a Comprender”（学会理解）项目，分析策略性和元认知指导对阅读理解过程及策略的影响。
由两名教师在课堂上进行为期六个月的指导。94名学生参与其中，49名来自五年级，45名来自六年级。采用前测-干预-后测-随访设计，并按年级设置对照组。
方差分析显示干预具有影响，且在各年级有不同程度的持续作用。五年级干预组在阅读理解测试的后测和随访中得分均高于对照组。六年级干预组在计划量表的后测和随访中得分均高于对照组。
文本策略指导有利于阅读理解以及计划能力的逐步发展，而计划能力对于监督和调节至关重要，且其效果会随着时间推移得以保持。
