Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied LinguisticsVol. 35:2 (2022) ► pp.596–625
Vol. 35:2 (2022) ► pp.596–625
Texto escolar y comprensión
Efecto de las características de las relaciones de coherencia en estudiantes chilenos con diferente nivel socioeconómico
El presente estudio tuvo dos objetivos. El primero fue determinar el efecto de la subjetividad y de la explicitud de las relaciones de coherencia causal en el procesamiento y en la comprensión de estudiantes chilenos de educación básica. El segundo fue determinar si tal efecto varía dependiendo del nivel socioeconómico (NSE). Para ello, se implementó un experimento de lectura autocontrolada con ventana cumulativa en el que participaron estudiantes de educación básica provenientes de colegios públicos (NSE bajo) y privados (NSE alto) chilenos. Los datos revelaron un bajo nivel general en comprensión, el que incluso es más bajo en estudiantes con NSE bajo. También se observó que el efecto de la subjetividad de la relación es mayor que el de su explicitud. En cuanto a la diferencia entre colegios, se observó que los estudiantes con NSE alto presentan mejores resultados al procesar y comprender las relaciones subjetivas en comparación con relaciones objetivas.
Keywords: comprensión lectora, nivel socioeconómico, relaciones de coherencia, texto escolar, subjetividad
Article outline
- 1.Introducción
- 2.Marco teórico
- 2.1TE y relaciones de coherencia
- 2.2Subjetividad de la relación de coherencia causal
- 2.3Explicitud de la relación de coherencia causal
- 2.4Nivel socioeconómico y comprensión lectora
- 3.Metodología
- 3.1Participantes
- 3.2Materiales
- 3.3Tarea
- 3.4Procedimiento
- 3.5Análisis estadístico
- 4.Resultados
- 5.Discusión
- 6.Conclusión
- Agradecimientos
-
Referencias
Article language: Spanish
References
Referencias
Agencia de Calidad de la
Educación
Aravena, J.
(2014) Conciencia
fonológica en dos grupos de escolares que cursan primer año básico en colegios municipales y
particulares. Revista Chilena de
Fonoaudiología, 40–49.
Balbi, A., Von Hagen, A., Ruiz, C., & Cuadro, A.
(2019) Precursores
de la Competencia Lectora Inicial en Escolares Hispanoparlantes de Nivel Socioeconómico
Vulnerable. Psykhe,
29
(1), 1–15.
Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S.
(2005) Deep-level
comprehension of science texts: The role of the reader and the text. Topics in Language
Disorders,
25
(1), 65–83. 
Black, J., & Bower, G.
(1980) Story
understanding as
problem-solving. Poetics,
9
(1), 223–250.
Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K.
(1980) Complex
sentences: Acquisition of syntactic connectives and the semantic relations they encode. Journal
of child
language,
7
(2), 235–261.
Bowey, J.
(1995) Socioeconomic
status differences in preschool phonological sensitivity and first-grade reading
achievement. Journal of Educational
Psychology,
87
(3), 476.
Bradley, R. H., & Corwyn, R. F.
(2002) Socioeconomic
status and child development. Annual Review of
Psychology,
53
1, 371–399.
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R.
(2013) Why
poor children are more likely to become poor readers: The school years. Australian Journal of
Education,
57
(3), 190–213.
Cain, K., & Nash, H.
(2011) The
influence of connectives on young readers’ processing and comprehension of text. Journal of
Educational
Psychology,
103
1, 429–441.
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E.
(2001) Comprehension
skill, inference-making ability, and their relation to knowledge. Memory &
Cognition,
29
(6), 850–859.
Cain, K., Patson, N., & Andrews, L.
(2005) Age-
and ability-related differences in young readers’ use of conjunctions. Journal of Child
Language,
32
1, 877–892.
Canestrelli, A., Mak, W., & Sanders, T.
(2013) Causal
connectives in discourse processing: How differences in subjectivity are reflected in eye
movements. Language and Cognitive
Processes,
28
(9), 1394–1413.
Castillo, P., González, A., & Puga, I.
(2011) Gestión
y efectividad en educación: evidencias comparativas entre establecimientos municipales y particulares
subvencionados. Estudios
Pedagógicos,
37
(1), 187–206.
Centro de Microdatos de la Universidad de
Chile
Chall, J. S., & Jacobs, V. A.
(2003) The
classic study on poor children’s fourth-grade slump. American
Educator,
27
(1), 14–15.
Cheng, Y., & Wu, X.
(2017) The
relationship between SES and reading comprehension in Chinese: A mediation model. Frontiers in
Psychology,
8
1, 672.
Cohen, J.
(1988) Statistical
power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
Coschiza, C. C., Martín Fernández, J., Gapel Redcozub, G., Nievas, M. E., & Ruiz, H. E.
(2016) Características
socioeconómicas y rendimiento académico. El caso de una universidad argentina. REICE. Revista
Iberoamericana Sobre Calidad, Eficacia Y Cambio En
Educación,
14
(3), 51–76.
Cozijn, R.
(2000) Integration
and inferences in understanding causal sentences [Tesis
doctoral, Tilburg University]. Repositorio de Tilburg University.
Cozijn, R., Noordman, L., & Vonk, W.
(2011) Propositional
integration and world-knowledge inference: Processes in understanding because
sentences. Discourse
Processes,
48
(7), 475–500.
Crosson, A. C., Lesaux, N. K., & Martiniello, M.
(2008) Factors
that influence comprehension of connectives among language minority children from Spanish-speaking
backgrounds. Applied
Psycholinguistics,
29
1, 603–625.
Degand, L., & Sanders, T.
(2002) The
impact of relational markers on expository text comprehension in L1 and L2. Reading and
Writing,
15
1, 739–757.
Degand, L., & Pander Maat, H.
(2003) A
contrastive study of Dutch and French causal connectives on the speaker involvement
scale. In A. Verhagen & J. van de Weijer (Eds.), Usage-based
approaches to
Dutch (pp. 175–199). LOT.
De Vega, M.
(2005) El
procesamiento de oraciones con conectores adversativos y
causales. Cognitiva,
17
(1), 85–108.
Evers-Vermeul, J., & Sanders, T.
(2009) The
emergence of Dutch connectives; how cumulative cognitive complexity explains the order of
acquisition. Journal of Child
Language,
36
(4), 829–854.
Ferreres, A., Abusamra, V., & Squillace, M.
(2010) Comprensión
de textos y oportunidades educativas. In Actas del Congreso
Iberoamericano de
Educación (pp. 1–11). Universidad de Cádiz y Asociación Formación.
Fonseca, L., Pujals, M., Lasala, E., Migliardo, G., Aldrey, A., Buonsanti, L., & Barreyro, J. P.
(2014) Desarrollo
de habilidades de comprensión lectora en niños de escuelas de distintos sectores
socioeconómicos. Neuropsicología
Latinoamericana,
6
(1).
Geva, E., & Ryan, E. B.
(1985) Use
of conjunctions in expository texts by skilled and less skilled readers. Journal of Reading
Behavior,
17
1, 331–346.
Goldman, S. R.
(1997) Learning
from text: Reflections on the past and suggestions for the future. Discourse
Processes,
23
(3), 357–398.
Goldman, S., & Varnhagen, C.
(1986) Memory
for embedded and sequential story structures. Journal of Memory and
Language,
25
(4), 401–418.
González, A., & Dupriez, V.
(2016) Acceso
a las universidades selectivas en Chile: ¿pueden las estrategias institucionales de los establecimientos secundarios atenuar
el peso del capital cultural?. Revista Complutense de
Educación,
28
(3), 947–964.
Graesser, A., & Clark, L.
(1985) Structures
and procedures of implicit knowledge. Ablex.
Graesser, A., McNamara, D., & Louwerse, M.
(2003) What
do readers need to learn in order to process coherence relations in narrative and expository
text? In A. Sweet & C. Snow (Eds.), Rethinking
reading
comprehension (pp. 82–98). Guilford Publications.
Guardia, P.
(2002) Relaciones
entre kabilidades de alfabetización emergente y la lectura desde nivel de transición mayor a primero
básico [Tesis de magíster, Pontificia Universidad Católica de Chile]. Repositorio de la Universidad Católica de Chile.
Haberlandt, K.
(1982) Reader
expectations in text comprehension. In J. Le Ny & W. Kintsch (Eds.), Language
and language
comprehension (pp. 239–249). North-Holland.
Havik, E., Roberts, L., Van Hout, R., Schreuder, R., & Haverkort, M.
(2009) Processing
subject-object ambiguities in the L2: A self-paced reading study with German L2 learners of
Dutch. Language
Learning, 591, 73–112.
Henning, C., McIntosh, B., Arnott, W., & Dodd, B.
(2010) Long-term
outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on
language and literacy. Journal of Research in
Reading,
33
1, 231–246.
Ibáñez, R.
(2008) Comprensión
de textos académicos escritos en inglés: Relación entre nivel de logro y variables
involucradas. Signos,
41
(67), 203–229.
Ibáñez, R., Moncada, F., & Arriaza, V.
(2018) Recontextualización
del conocimiento en textos escolares chilenos. Revista
Signos,
51
(98), 430–456.
Ibáñez, R., Moncada, F., & Cárcamo, B.
(2019) Coherence
relations in primary school textbooks: Variation across school subjects. Discourse
Processes,
56
(8), 764–785.
Jegerski, J., & VanPatten, B.
(Eds.) (2013) Research
methods in second language psycholinguistics. Routledge.
Jiang, N.
(2012) Conducting
reaction time research in second language
studies. Routledge.
Just, M. A., Carpenter, P. A., & Woolley, J. D.
(1982) Paradigms
and processes in reading comprehension. Journal of experimental psychology:
General,
111
(2), 228–238.
Kamalski, J., Sanders, T., & Lentz, L.
(2008) Coherence
marking, prior knowledge, and comprehension of informative and persuasive texts: Sorting things
out. Discourse
Processes,
45
(4–5), 323–345.
Kieffer, M.
(2010) Socioeconomic
status, English proficiency, and late-emerging reading difficulties. Educational
Research,
39
(
6
), 484–486.
Kintsch, W.
(1998) Comprehension.
A paradigm for cognition. Cambridge University Press.
Knott, A.
(2001) Semantic
and pragmatic relations and their intended effects. In T. Sanders, J. Schilperoord, & W. Spooren (Eds.), Text
representation: Linguistic and psycholinguistic
aspects (pp. 127–152). John Benjamins.
Knott, A., & Dale, R.
(1994) Using
linguistic phenomena to motivate a set of coherence relations. Discourse
processes,
18
(1), 35–62.
Knott, A., & Sanders, T.
(1998) The
classification of coherence relations and their linguistic markers: An exploration of two
languages. Journal of
Pragmatics 301, 135–175.
Lau, K., & Chan, D.
(2003) Reading
strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of
Research in Reading, 261, 177–190.
Li, F., Mak, W., Evers-Vermeul, J., & Sanders, T.
(2017) On
the online effects of subjectivity encoded in causal connectives. Review of Cognitive
Linguistics. Published under the auspices of the Spanish Cognitive Linguistics
Association,
15
(1), 34–57.
Loman, N., & Mayer, R.
(1983) Signaling
techniques that increase the understandability of expository prose. Journal of Educational
Psychology,
75
(3), 402–412.
Lorch, R., & Lorch, E.
(1986) On-line
processing of summary and importance signals in reading. Discourse
Processes, 91, 489–496.
Louwerse, M. M.
(2004) Un
modelo conciso de cohesión en el texto y coherencia en la comprensión. Revista
signos,
37
(56), 41–58.
McDowell, K., Lonigan, C., & Goldstein, H.
(2007) Relations
among socioeconomic status, age, and predictors of phonological awareness. Journal of Speech,
Language, and Hearing
Research, 501, 1079–1092.
McNamara, D.
(2001) Reading
both high and low coherence texts: Effects of text sequence and prior knowledge. Canadian
Journal of Experimental
Psychology, 551, 51–62.
McNamara, D. & Kintsch, W.
(1996) Learning
from texts: Effects of prior knowledge and text coherence. Discourse
Processes,
22
1, 247–288.
McNamara, D., Kintsch, E., Songer, N., & Kintsch, W.
(1996) Are
good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from
text. Cognition and
Instruction,
14
(1), 1–43.
Meneses, A., Montenegro, M., & Ruiz, M.
(2013) Textos
escolares para aprender Ciencias: habilidades, contenidos y lenguaje
académico. In Evidencias para políticas públicas en educación:
Selección de investigaciones Sexto Concurso
FONIDE (pp. 233–278). Centro de Estudios MINEDUC.
Meyer, B., Brandt, D., & Bluth, G.
(1980) Use
of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading
Research
Quarterly,
16
1, 72–103.
Meyer, B. & Freedle, R.
(1984) Effects
of discourse type on recall. American Educational Research
Journal, 21(1), 121–143.
Meyer, T. & Webber, B.
(2013) Implicitation
of discourse connectives in (machine) translation. In Proceedings of
the Workshop on Discourse in Machine
Translation (pp. 19–26). Bulgaria.
Millis, K. & Just, M.
(1994) The
influence of connectives on sentence comprehension. Journal of Memory and
Language,
33
1, 128–147.
MINEDUC
Moncada, F.
(2018) Interacción
entre conectores y conocimiento previo en el procesamiento de la coherencia causal. Círculo de
Lingüística Aplicada de la
Comunicación,
76
1, 179–196.
Morera, Y., & de Vega, M.
(2006) Los
conectores ¿conectan o no conectan? La dinámica de fuerzas en la construcción de frases con conectores causales y
adversativos: un estudio normativo. In E. Gámez & J. Díaz (Eds.), Investigaciones en Psicología Básica ULL: Psicolingüística, Razonamiento y Emoción (pp. 53–64). Universidad de La Laguna y Asociación Cultural Cabrera y Galdós.
Mulder, G.
(2008) Understanding
causal coherence relations [Tesis Doctoral, Utrecht University]. Repositorio de la Universidad de Utrecht.
Murray, J. D.
(1995) Logical
connectives and local coherence. In R. F. Lorch & E. J. O’brieen (Eds.), Sources
of coherence in
reading (pp. 107–125). Lawrence Erlbaum Associates.
Noordman, L., & De Blijzer, F.
(2000) On
the processing of causal relations. In E. Couper-Kuhlen & B. Kortmann (Eds.), Cause –
Condition – Concession – Contrast: Cognitive and discourse
perspectives (pp. 35–56). Mouton de Gruyter.
Noordman, L., & Vonk, W.
(1997) The
different functions of a conjunction in constructing a representation of the
discourse. In J. Costermans & M. Fayol (Eds.), Processing
interclausal relationships. Studies in the production and comprehension of
text (pp. 75–93). Lawrence Erlbaum Associates, Inc.
Olivera Vidal, M. P.
(2016) Estudio
de uso y valoración de textos escolares: Informe final. MINEDUC y Oficina Regional de Educación para América Latina y el Caribe (UNESCO).
O’Reilly, T., & McNamara, D.
(2007) Reversing
the reverse cohesion effect: Good texts can be better for strategic, high-knowledge
readers. Discourse
processes,
43
(2), 121–152.
Organisation for Economic Cooperation and Development
(OECD)
(2010) PISA 2009 results: Overcoming social background. Equity in
learning opportunities and
outcomes (Vol. 21). OECD.
Oversteegen, L.
(2005) Causality
and tense – Two temporal structure builders. Journal of
Semantics,
22
1, 307–337.
Parodi, G.
(2005) Comprensión
de textos escritos. Eudeba.
Peronard, M.
(2007) Lectura
en papel y en pantalla de computador. Revista
signos,
40
(63), 179–195.
Renkema, J.
Sanders, T.
(2005) Coherence,
causality and cognitive complexity in discourse. In M. Aurnague, M. Bras, A. Draoulec, & L. Vieu (Eds.), Proceedings
of the First International Symposium on the Exploration and Modelling of Meaning
SEM-05 (pp. 31–44). University of Toulouse-le-Mirail.
Sanders, T., & Canestrelli, A. R.
(2012) The
processing of pragmatic information in discourse. In H. Schmid (Ed.), Cognitive
pragmatics (pp. 201–232). Walter de Gruyter.
Sanders, T., & Noordman, L.
(2000) The
role of coherence relations and their linguistic markers in text processing. Discourse
Processes,
29
1, 37–60.
Sanders, T., Land, J., & Mulder, G.
(2007) Linguistics
markers of coherence improve text comprehension in functional contexts. Information Design
Journal,
15
(3), 219–235.
Sanders, T. J., Spooren, W. P., & Noordman, L. G.
(1992) Toward
a taxonomy of coherence relations. Discourse
processes,
15
(1), 1–35.
Sanders, T., Spooren, W., & Noordman, L.
(1993) Coherence
relations in a cognitive theory of discourse representation. Cognitive
Linguistics,
4
(2), 93–133.
Scarborough, H. S., & Dobrich, W.
(1994) On
the efficacy of reading to preschoolers. Developmental
Review,
14
(3), 245–302.
Sirin, S. R.
(2005) Socioeconomic
status and academic achievement: A meta-analytic review of research. Review of Educational
Research, 75(3), 417–453.
Snow, C. E., Burns, M. S., & Griffin, P.
(Eds.) (1998) Preventing
reading difficulties in young children. National Academy Press.
Soaje de Elías, R.
(2018) Textos
escolares: consideraciones didácticas. Educación y
Educadores,
21
(1), 73–92.
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., & Wilson, D.
(2010) Epistemic
vigilance. Mind and
Language,
25
(4), 359–393.
Spooren, W., & Sanders, T.
(2008) The
acquisition of coherence relations: on cognitive complexity in discourse. Journal of
Pragmatics,
40
(12), 2003–2026.
Spyridakis, J. H.
(1989) Signaling
effects: A review of the research – Part I. Journal of Technical Writing and
Communication, 19(3), 227–240.
Spyridakis, J. H., & Standal, T. C.
(1987) Signals
in expository prose: Effects on reading comprehension. Reading Research
Quarterly,
22
(3), 285–298.
Stukker, N., & Sanders, T.
(2012) Subjectivity
and prototype structure in causal connectives: A cross-linguistic perspective. Journal of
Pragmatics,
44
(2), 169–190.
Stukker, N., Sanders, T., & Verhagen, A.
(2008) Causality
in verbs and in discourse connectives: Converging evidence of cross-level parallels in Dutch linguistic
categorization. Journal of
Pragmatics,
40
(7), 1296–1322.
Sweetser, E.
(1990) From
etymology to pragmatics. Metaphorical and cultural aspects of semantic structure. Cambridge University Press.
Taboada, M.
(2009) Implicit
and explicit coherence relations. In J. Renkema (Ed.), Discourse,
of
Course (pp. 127–140). John Benjamins.
Trabasso, T., & Sperry, L.
(1985) Causal
relatedness and importance of story events. Journal of Memory and
Language,
24
1, 595–611.
Traxler, M., Bybee, M., & Pickering, M.
(1997) Influence
of connectives on language comprehension: Eye-tracking evidence for incremental
interpretation. The Quarterly Journal of Experimental
Psychology,
50
(3), 481–497.
Traxler, M., Sanford, A., Aked, J., & Moxey, L.
(1997) Processing
causal and diagnostic statements in discourse. Journal of Experimental Psychology: Learning,
Memory, and
Cognition,
23
(1), 88–101.
Van den Broek, P.
(1990) The
causal inference maker: Towards a process model of inference generation in text
comprehension. In D. Balota, G. Flores & K. Rayner (Eds.), Comprehension
processes in
reading (pp. 423–445). Erlbaum.
(2010) Using
texts in science education: Cognitive processes and knowledge
representation. Science,
328
(5977), 453–456.
Van der Vliet, N., & Redeker, G.
(2014) Explicit
and implicit coherence relations in Dutch texts. In H. Gruber & G. Redeker (Eds.), The
pragmatics of discourse
coherence (pp. 23–52). John Benjamins.
Van Silfhout, G., Evers-Vermeul, J., & Sanders, T.
(2015) Connectives
as processing signals: How students benefit in processing narrative and expository
texts. Discourse
Processes,
52
(1), 47–76.
Van Silfhout, G., Evers-Vermeul, J., Mak, W. & Sanders, T.
(2014) Connectives
and layout as processing signals: How textual features affect students’ processing and text
representation. Journal of Educational
Psychology,
106
(4), 1036.
Villalón, M.
(2008) Alfabetización
Inicial: Claves de acceso al aprendizaje de la lengua escrita. Ediciones Universidad Católica de Chile.
Voss, J., & Silfies, L.
(1996) Learning
from history text: The interaction of knowledge and comprehension skill with text
structure. Cognition and
Instruction,
14
1, 45–68.
Wei, Y., Mak, W. M., Evers-Vermeul, J., & Sanders, T. J.
(2019) Causal
connectives as indicators of source information: Evidence from the visual world paradigm. Acta
Psychologica,
198
1, 102866.
Wolfe, M. B., Magliano, J. P., & Larsen, B.
(2005) Causal
and semantic relatedness in discourse understanding and representation. Discourse
Processes,
39
(2–3), 165–187.
Zufferey, S.
(2010) Lexical
pragmatics and theory of mind: the acquisition of
connectives (Vol. 2011). John Benjamins.
Zunino, G.
(2016) Construcción
de causalidad y contracausalidad en sujetos con distinto nivel educativo. Acta de investigación
psicológica,
6
(2), 2412–2421.
Zunino, G., Abusamra, V., & Raiter, A.
(2016) Causality,
iconicity and continuity: the effects of prior world knowledge on the understanding of causal
relations. Alfa: Revista de
Linguística,
60
(2), 261–285.
Zunino, G., & Raiter, A.
(2012) Construcción
de coherencia textual. Un estudio preliminar acerca de la causalidad y sus implicancias
neuropsicolingüísticas. Revista Neuropsicología
Latinoamericana,
4
(2), 1–15.
Zwaan, R. A., & Radvansky, G. A.
(1998) Situation
models in language comprehension and memory. Psychological
bulletin,
123
(2), 162–185.