Comprensión oral y lectora de diferentes tipos textuales en la escuela
DOI:
https://doi.org/10.47133/NEMITYRA20260202c-A6Palabras clave:
Comprensión lectora, comprensión oral, generación de inferencias, textos narrativos, textos expositivosResumen
En las evaluaciones internacionales como Pisa quedan de manifiesto las dificultades para comprender textos que presentan estudiantes tanto de nivel primario como secundario y esto constituye un tema de preocupación para la comunidad educativa. El presente trabajo analiza las habilidades de comprensión oral y lectora de textos narrativos y expositivos en un grupo de estudiantes adolescentes de 7°grado de nivel primario y 1° año de nivel secundarios de la Ciudad Autónoma de Buenos Aires y de la Provincia de Buenos Aires, Argentina. Los alumnos respondieron una de comprensión oral y otra de comprensión lectora diseñadas ad hoc que evalúan las habilidades para recuperación de información literal y generación de inferencias en ambos tipos textuales. Los resultados obtenidos muestran que los estudiantes evaluados presentan mejores habilidades de comprensión lectora y que los textos narrativos resultan más sencillos de comprender que los expositivos.
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Derechos de autor 2026 Julieta Fumagalli; Camila Katz; Virginia Jaichenco; Revista Ñemitỹrã
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
