%0 Journal Article
%T La comprensi¨®n de cuentos como resoluci¨®n de problemas en ni£¿os de 5 a£¿os de sectores urbano - marginales
%A Manrique
%A Mar¨ªa Soledad
%A Borzone
%A Ana Mar¨ªa
%J Interdisciplinaria
%D 2010
%I Scientific Electronic Library Online
%X text comprehension can be considered a problem solving process more than an automatic one for young children (kinstch, 1988, 1998).this study aims to identify the comprehension difficulties faced by 4 and 5-year-old children from low-income populations during story reading at kindergarten, in buenos aires (argentina). the analysis of teacher / student interaction in 26 story-reading settings in nine different classrooms was carried out using the comparative constant method (glaser & strauss, 1967; strauss & corbin, 1991), a qualitative method that allowed to inductively categorize these difficulties. according to this analysis, in reading situations at kindergarten, children form a mental representation of the text read to them through various cognitive processes: knowledge activation, inference making, processing of causal chains, the psychological level and knowledge of the narrative squema. these processes are based on different sources of information: the illustrations, the text, and the interactive process around the text. the difficulties observed are originated in the relationship between the children abilities and each of the sources. with regard to the difficulties originated in the pictures, the analysis showed that sometimes the illustrations do not represent the principal aspects of the plot, but they contradict the text or the title of the story. in other situations, the illustrations represent a part of the text that has not been read yet or they provide many details that distract the children, being an obstacle to the comprehension process. these observations are in agreement with those of zazanis (1991) who has pointed out the difficulty inherent in coordinating information presented both in verbal and pictorial modalities. as regards to the text, the analysis showed that the difficulties for the comprehension processes in children arise when complex or abstract vocabulary is not understood, either because it has not been explained, or because the ex
%K comprehension difficulties
%K children
%K story reading
%K kindergarten.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1668-70272010000200002&lng=en&nrm=iso&tlng=en