%0 Journal Article
%T Influence of the application of an ecological direct instruction model on the level of reading comprehension Influencia de la aplicaci車n de un modelo de instrucci車n directa ecol車gico en el nivel de comprensi車n lectora
%A Jos谷 Mar赤a Madariaga
%A Estibaliz Mart赤nez
%A Eider Goˋi
%J Revista Signos
%D 2010
%I Pontificia Universidad Cat車lica de Valpara赤so
%X Results from assessing our pupils' reading comprehension level are poor, although reading is very important in the school environment. Given the importance of teaching comprehension and metacomprehension strategies in the classroom to improve reading efficiency, a direct instruction program based on Baumann's (1985, 1990) instruction model was drawn. The aim was to offset the limitations of this type of programs by including comprehension and metacomprehension strategies and by a durable and ecological use of the program (used by teaching staff after having been trained). Personal and contextual variables that have an influence on reading comprehension were considered. The participants were 457 third- and fourth-graders (8 to 10 years of age), in experimental and control groups, who were helped to master reading comprehension strategies in an autonomous and self-regulated way. Results show an improvement on the reading comprehension level in both of the Spanish and Euskera groups who applied the program for as long as an academic year. The improvement in control groups was not significant. Improvement in the teachers' competences as well as a possible improvement in the pupils' attitude and motivation (except in the didactic unit devoted to metacognitive strategies) was also observed. Pese a la importancia de la lectura en el 芍mbito escolar, los resultados obtenidos en los estudios para determinar el nivel de comprensi車n lectora en nuestras aulas son decepcionantes. Dada la importancia que tiene trabajar en el aula la instrucci車n en estrategias de comprensi車n y metacomprensi車n para mejorar la eficacia lectora, en este estudio se ha elaborado una propuesta de programa de instrucci車n directa basado en Baumann (1985, 1990). Se pretende paliar las limitaciones de este tipo de programas incluyendo estrategias de comprensi車n y metacomprensi車n, haciendo una aplicaci車n m芍s duradera y m芍s ecol車gica (aplicaci車n por el profesorado, previa instrucci車n nuestra). Tambi谷n se consideraron las variables personales y contextuales que repercuten en la comprensi車n lectora. Con el fin de ayudar al alumnado a dominar las estrategias implicadas en la comprensi車n lectora, as赤 como a potenciar su uso aut車nomo, reflexivo y auto-regulado, se realiz車 una experiencia con un 457 escolares (grupos experimentales y control) de 3o y 4o de Educaci車n Primaria (8 a 10 a os). Los resultados obtenidos corroboran una mejora de los niveles de comprensi車n lectora en ambas lenguas (espa ol y euskera) en los grupos en los que se trabaj車 con nuestro programa durante un curso acad谷mico, a diferenc
%K Proceso lector
%K estrategias lectura
%K programa instrucci車n
%K comprensi車n lectora
%K Espa ol/Euskera
%K Reading process
%K reading strategies
%K instruction program
%K reading comprehension
%K Spanish/Euskera
%U http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342010000200003