Ayudar a comprender y enseñar a comprenderdos planteamientos instruccionales para los estudiantes de educación primaria

  1. Emilio Sánchez Miguel 1
  2. José Ricardo García Pérez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Pensamiento educativo: revista de investigación educacional latinoamericana

ISSN: 0717-1013 0719-0409

Año de publicación: 2021

Volumen: 58

Número: 2

Páginas: 5

Tipo: Artículo

Otras publicaciones en: Pensamiento educativo: revista de investigación educacional latinoamericana

Resumen

Leer textos académicos es una experiencia altamente demandante, ya que exige no solo comprender lo que se lee, sino también aprender de ello. Esta exigencia se vuelve cada vez más común desde los cursos intermedios de la enseñanza primaria. Consecuentemente, los estudiantes deben adquirir nuevos recursos estratégicos, que consisten en llevar a cabo acciones mentales guiadas por una meta explícita (por ejemplo, seleccionar solo la información que cumpla con un criterio determinado) ante la presencia de ciertas claves (por ejemplo, una expresión textual como “la primera causa es…”). La adquisición de estos recursos representa un reto que debemos entender bien para proporcionar el apoyo instruccional necesario. Por esa razón, este artículo busca identificar algunas de las necesidades que experimentan los estudiantes en el uso de estas estrategias de lectura, con base en algunos de nuestros estudios previos. Básicamente, mostramos que los estudiantes presentan más dificultades para procesar las claves textuales que guían sus acciones estratégicas que para llevarlas a cabo: es decir, hay una disociación entre la sensibilidad a las claves y la capacidad para ejecutar el curso de acción ligado a ellas. Además, presentan dificultades para recordar las metas de lectura cuando deben seleccionar la información de acuerdo con ellas. Estas evidencias nos llevarán a diferenciar dos planteamientos instruccionales: el primero pretende ayudar a los estudiantes, durante la lectura, a comprender el texto que están leyendo; el segundo está destinado a enseñarles cómo comprender cualquier texto. Finalmente, clarificamos cuándo y por qué ayudar a comprender podría ser especialmente útil.

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