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Publications (90)
This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students’ processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten adjunct questions with the text available, being tested on learning 5 days afterwards. Questions were pr...
Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacognitive operations (e.g., monitoring readers’ own comprehension or self-regulating reading behaviors) i...
Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, on an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to...
Teachers usually assign text comprehension activities to their students and provide them with feedback on the correctness of their answers for learning purposes. In traditional classrooms, teachers have little to no chance to delivering individual feedback in an adapted and timely manner. Digital environments overcome these limitations. Computer-ba...
This study examines the effects of timing of corrective formative feedback on processing text information on question‐answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed feedback conditions. Students in the feedback conditi...
The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e., eighth grade) read two texts and answered several questions while texts were available. A paraphrase including core information about each question was included before students provided...
En la actualidad, resulta muy habitual el empleo en distintos niveles educativos de sistemas de enseñanza asistida por ordenador o Entornos Virtuales de Aprendizaje (EVA), no solo como repositorio de documentos, ejercicios u otro tipos de recursos al que puede acceder el estudiantado, sino como herramienta para generar y almacenar grandes cantidade...
Introduction. Students usually answer comprehension questions from texts as part of their academic activities. Feedback has been found to be relatively effective to improve comprehension and learning from texts. However, there is little research on how computer-based feedback influences the question-answering process. This study examines the effect...
The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehension questions. Prior to responding, students were asked to select the textual information relevant...
La tecnología actual permite el diseño de herramientas de evaluación basadas en computadora para proporcionar retroalimentación a los estudiantes mientras aprenden, así como también registrar sus efectos en el procesamiento y los resultados de aprendizaje. Esta contribución pretende demostrar las capacidades y opciones de configuración del entorno...
Background: Reading on the Internet requires specifi c skills (e.g.,
navigation), apart from comprehension abilities, but there is no test in
Spanish to assess these skills in adolescents. The goal of this study is to
fi ll this gap with a test called WebLEC, inspired by the PISA framework.
Method: WebLEC was validated with secondary education stud...
Internet-based reading involves integration and evaluation of information from different sources and different formats, but also requires fluent navigation skills for adequate comprehension. The effects of linguistic (word decoding and comprehension-based print reading) and non-cognitive factors (reading frequency and self-efficacy) have extensivel...
We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions...
El rendimiento dispar encontrado en algunos pa ses del informe PISA 2009 (OECD, 2010) entre textos continuos y no-continuos en tareas de competencia lectora, as como la naturaleza y estructura diferente de la informaci n textual, han motivado el estudio del procesamiento on-line de ambos tipos de texto con el objetivo de explorar qu sucede cuando s...
The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions re...
The use of documents to perform tasks is a continuous task demand in the current knowledge-based society that involves making a series of decisions to self-regulate the use of text information. Low-skilled comprehenders have serious problems monitoring and self-regulating their decisions in these task-oriented reading situations, which has a negati...
We present an application to record the student’s behavior while studying on etextbooks for learning purposes. In this situation students read texts, perform learning tasks (e.g., answer questions), and may receive feedback. In doing this, students not only perform actions (e.g., read, answer question), but they also make decisions (e.g., rereading...
Se presenta un nuevo método de evaluación dinámica de la competencia lectora automatizado para Educación Secundaria (EdiLEC). Su diseño se ajusta al marco teórico propuesto por el Informe PISA-2009 (OCDE, 2010) y los principios de la evaluación dinámica (Sternberg y Grigorenko, 2002). Esta herramienta electrónica, proporciona automáticamente mensaj...
The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading (e.g. answering questions from an available text). Secondary-school students read and answered multiple-choice comprehension questions from two texts having the...
Answering questions from texts are assessment and instructional activities that are frequently used in schools. Nevertheless, little is known about the strategic processes that students take while performing these tasks. We explored the amount and frequency that students initially read of a text before they answered questions pertaining to the mate...
Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates re...
This study analyses the efficacy of formative feedback to boost students’ search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students’ performance. Sixty...
Adaptive feedback has showed to be effective to enhance strategic reading behaviors and performance in task-oriented reading situations, but it is difficult to be implemented in classroom environments. Computer-based systems allow overcoming these challenges. We conducted an experiment in which secondary-school students read two texts, answered com...
This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between th...
Aunque los objetivos curriculares actuales se plantean la enseñanza del lenguaje escrito de modo que permita utilizarlo como instrumento para el aprendizaje, el hecho es que esta enseñanza de la lectoescritura como medio se contempla como un fin en sí mismo, es decir, con materiales y contenidos literarios y no de áreas disciplinares especificas en...
Resumen
Este artículo presenta una investigación llevada a cabo con niños de 5.° curso de EG B (11 años) los cuales fueron instruidos en la captación de ideas prinápales de textos expositivos con estructura enumerativa y comparativa, y en la formation de la macroestructura textual. Un grupo de niños de un colegio fueron entrenados con una metodolog...
Este estudio presenta los resultados de una investigación en la que se describen algunas diferencias evolutivas en el procesamiento de la prosa expositiva. Treinta y cinco chicos de diferentes edades 12 de 5° de E G.B., 12 de 8.° de E.G.B. y 11 de 3° B.U.P y FP (1O, 13 y 16 años respectivamente), realizaron una tarea de ordenación de frases para fo...
El estudio analiza las diferencias entre estudiantes con alta y baja capacidad de comprensión cuando realizan una tarea típica de competencia lectora tal como responder preguntas de un texto pudiendo usar el texto para responder. Estudiantes de 1°-2° de ESO leyeron un texto y pensaron en voz alta mientras respondían 8 preguntas, pudiendo releer el...
Desde los estudios que tratan de llevar la «espacialidad del pensamiento» al propio pensamiento y aprendizaje verbal, el «mapa de ideas» ha ido difundiéndose entre los educadores como una alternativa potente y fácil de usar para estructurar y representar los conocimientos en ese lenguaje mixto gráfico-verbal. Se describe aquí con detalle la técnica...
This study describes an intelligent tutoring system to improve reading literacy skills called TuinLEC and it presents the results of its application to a group of sixth grade students. TuinLEC adopts the reading literacy theoretical framework of PISA (Program for International Students Assessment, OECD, 2009). TuinLEC includes eight lessons distrib...
This study had two main purposes. First, to measure high-school students' task model representation under the instruction to self-explain questions; second, to test the effects of self-generated explanations on task-demands understanding and performance on questions. We designed a simple experimental situation where high-school students were asked...
People often read to fulfill the requirement of a task that demands comprehension, which can be called task-oriented reading. Task-oriented reading activities are associated with reading literacy competencies promoted by international reading literacy assessment programs and definitions of reading skills that emphasize the role of the reader, the t...
The study analyses the differences between good and poor comprehenders when performing a typical reading literacy task, such as answering questions from an available text. Junior high school students read a text and thought aloud when answering eight questions while they were allowed to refer back to the text to give an answer. In order to understa...
El trabajo, en un primer momento, plantea una revisión histórica del concepto �madurez lectora�.
Se establecen cuatro etapas diferenciadas hasta llegar a la actual concepción, en la que se considera fundamental para la adquisición exitosa de la lectura el desarrollo de una serie de habilidades previas. Posteriormente se delimitan las habilidades cu...
A new test to evaluate reading literacy, the Test of Reading Literacy for Secondary Education (CompLEC) is presented. CompLEC is based on the PISA assessment framework and new definitions of reading literacy. The test, easy to apply and score, assesses the level of reading literacy of children between 11 and 14 years of age in several reading situa...
The purpose of the study was to explore students’ selection of information strategies in a task-oriented reading situation. 72 secondary school students read two texts and answered six questions per text, three of which were manipulated to induce a misleading matching between the wording of the question and distracting pieces of information in the...
Este artículo presenta una nueva prueba de evaluación de la competencia lectora, la Prueba de Competencia Lectora para Educación Secundaria (CompLEC). CompLEC ha sido elaborada desde el marco teórico propuesto por el Informe PISA y las nuevas defi niciones de competencia lectora. Esta prueba, de fácil aplicación y corrección, evalúa el nivel de com...
Se pretendió probar que algunos obstáculos en la comprensión de las ciencias no están causados por esquemas conceptuales alternativos, sino por deficiencias en los niveles de comprensión lectora y de control de la propia comprensión de los estudiantes Se midieron esos niveles y se controlaron las ideas alternativas en dos muestras de estudiantes de...
Resumen
El objetivo del estudio fue investigar las estrategias de selección de información de estudiantes de secundaria en una situación de lectura orientada a tareas. Treinta seis estudiantes leyeron dos textos y contestaron seis preguntas por texto, tres de las cuales habían sido manipuladas para inducir un falso emparejamiento de palabras entre...
The aim of the present study was to explore students' information selection Strategies in a task-oriented reading situation. Thirty six secondary school students read two texts and answered six questions per text, three of which had been manipulated to induce a misleading matching between the wording of the question and wrong locations in the text....
We present an application to study task-oriented reading processes called Read&Answer. The application mimics paper-and-pencil situations in which a reader interacts with one or more documents to perform a specific task, such as answering questions, writing an essay, or similar activities. Read&Answer presents documents and questions with a mask. T...
The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) mo...
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed be...
One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effe...
This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool...
The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across
the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic
beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Particip...
Este estudio analiza el papel de medidas metacognitivas de monitorización y auto-regulación del proceso de contestar a preguntas de un texto, así como su contribución para explicar las diferencias individuales más allá de la explicación proporcionada por una medida general de comprensión lectora. Estudiantes de secundaria leyeron dos textos y conte...
In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of st...
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Rea...
En este trabajo se presenta un nuevo test de evaluación de la comprensión lectora llamado Test de Procesos de Comprensión (TPC) que, a diferencia de la mayoría de los test en español actuales, está basado en un análisis de procesos de comprensión contemplados en la mayoría de los modelos cognitivos actuales. El test es aplicable a escolares entre 1...
Resumen
Este estudio analiza el efecto de tomar notas para integrar información de varios documentos científicos. Estudiantes universitarios leyeron cuatro textos científicos para elaborar un ensayo sobre un tema común a los cuatro textos. La mitad de los estudiantes pudieron tomar notas mientras leían así como usarlas para elaborar el ensayo, mien...
Previous evidence with English beginning readers suggests that some orthographic effects, such as the orthographic neighborhood density effects, could be stronger for children than for adults. Particularly, children respond more accurately to words with many orthographic neighbors than to words with few neighbors. The magnitude of the effects for c...
The authors examine 2 issues: (a) how students integrate information from multiple scientific documents to describe and explain a physical phenomenon that represents a subset of the information in the documents; and (b) the role of 2 sorts of tasks to achieve this type of integration, either writing an essay on a question requiring integration acro...
We analyzed the relationships between comprehension skill and search strategies in instructional text. In two experiments,
college-level readers were asked to search a computer-presented science text in order to answer different types of questions.
High level questions required the integration of information across paragraphs, whereas low level que...
This article proposes an extension to Kintsch's Construction–Integration (CI) model of text comprehension, which changes its mathematical implementation and emphasizes the connectionist features of the model. Specifically, the extension proposed here (a) simulates the learning process in a connectionist manner by making explicit changes in the conn...
This paper presents two experiments testing whether an approach to revise a text that fosters the reader's active processing benefits both high and low-knowledge readers. A history text and two alternative revised versions, one fostering the reader's inferential activity and the other reducing it, were employed. Junior high school students with low...
Presentamos una propuesta de tecnología del texto expositivo fundamentada en los conocimientos de la psicología de la comprensión de textos. La propuesta está basada en conjuntos de datos. Primeramente, el análisis de versiones originales y mejoradas de textos procedentes de estudios de revisión de textos publicados en revistas internacionales util...
Qualitative methods that analyze the coherence of expository texts not only are time consuming, but also present challenges in collecting data on coding reliability. We describe software that analyzes expository texts more rapidly and produces a notable level of objectivity. ETAT (Expository Text Analysis Tool) analyzes the coherence of expository...
We have studied the effects of some hexahydroimidazo[1,2-c]pyrimidine derivatives (HIPs) on leucocyte functions in-vitro and we have assayed the anti-inflammatory activity of these compounds in two models of inflammation. All HIPs inhibited the human neutrophil degranulation process and superoxide generation at concentrations in the microM range. I...
A series of six imidazo[1,2-a]pyrimidine (IP) derivatives were evaluated for their effects on leukocyte functions in vitro as well as on the inflammatory response induced by zymosan in the mouse air pouch.
Human neutrophils and murine peritoneal macrophages were used for in vitro assays. Mouse air pouch was performed in Swiss mice.
Test compounds w...
Copyright © 2001, Lawrence Erlbaum Associates, Inc. Two experiments investigated the effects of information search tasks on university students' comprehension of a scientific text. In both experiments, undergraduate students read a 2,000-word introductory text on atomic models; then they searched through the text to answer a series of high-level or...
The goal of this study was to compare 2 approaches for improving instructional text. The first was based on the procedure created by B. K. Britton and S. Gülgöz (1991) as derived from W. Kintsch and T. A. van Dijk's theory (1978). It emphasized the reduction of the reader's inferential activity. We created a second method that was inspired by theor...
The inhibitory effect of some isoxazolpyrimidine derivatives on iNOS and COX-2 endotoxin induction in mouse peritoneal macrophages has been studied. Three of these compounds inhibited nitrite and PGE2 accumulation in a concentration dependent-manner at microM range. None of these active compounds affected iNOS, COX-2, COX-1 or PLA2 activities, alth...
The goal of this research was to test if the increase of two sources of coherence (i.e., text-based, and reader-based) has specific effects, respectively, on two different levels of comprehension predicted by the Kintsch model (i.e., the textbase and the situation model). Three alternative versions of a passage on Russian Revolutions were elaborate...
This research investigates the role played on shallow and deep levels of comprehension by textual changes that are aimed at: (a) improving the relationships within text ideas, and (b) producing better links between text ideas and the reader's knowledge. Four versions of a long physics passage were elaborated combining both kinds of textual changes....
The present study investigates the need to include explicit attribution retraining in a program designed to teach reading comprehension strategies to children with learning disabilities (LD). The program had two versions: (a) self-regulation procedures and (b) self-regulation procedures plus explicit attributional retraining. Sixty children with LD...
El presente trabajo compara dos procedimientos para enseñar estrategias de comprensión y aprendizaje de textos. Estos dos procedimientos difieren en el grado de participación que los estudiantes tienen en el proceso de enseñanza. Se seleccionaron 21 niños de 5º de E.G.B. sin dificultades de acceso léxico pero con baja comprensión lectora, los cuale...
This paper describes a long-term research in which middle-grade school children were taught how to represent visually text
key ideas through idea-mapping techniques. It consists of three studies, one for each year of our research. Children were
at sixth grade when the instruction began, and they were at eighth grade when it finished. Another group...
Este estudio analiza la influencia de diversos cambios textuales, del conocimiento previo de las estrategias de estudio en el recuerdo, comprension y aprendizaje de textos cientificos. Empleamos un diseno factorial 2x2 con dos variables entre sujetos, texto y estrategias de estudio, y la variable conocimiento previo anidada bajo la variable estrate...
The study analyses the influence of text manipulations, previous knowledge, and study strategies on: recall, comprehension, and learning from scientiific texts. A 2x2 factorial design was used with two between subjects variables (text and study strategies) and with a third variable (previous knowledge) nested under the strategies variable.
In this paper we compile and analyze the textual variables taking part in comprehension and learning processes on scientific texts. Next we propose a new classification which can be applicated to instructional text. This proposal is evaluated in an experiment with different groups of students and several learning tasks. The first results are discus...
In this paper we compile and analyze the textual variables taking part in comprehension and learning processes on
scientific texts. Next we propose a new classification which can be applicated to instructional text. This proposal is
evaluated in an experiment with different groups of students and severa1 learning tasks. The first results are discus...
La instrucción en vocabulario es contemplada por los distintos manuales como complemento de otras actividades. Esto representa que los alumnos no reciban una instrucción que les ayude a comprender mejor las palabras. El programa que presentamos posibilita que los alumnos comprendan de forma autónoma el significado de las palabras. Otro rasgo innova...
En: Tarbiya : revista de investigación e innovación educativa Madrid 2005, n. 36, segundo semestre ; p. 129-147 Se analiza el papel que tienen las preguntas intercaladas en los textos de ciencias. Se pretende contestar preguntas de cuatro clases. En primer lugar ayudan realmente las cuestiones y preguntas al aprendizaje de contenidos, o bien hay al...
