Estrategias de resumen de textos expositivos con estudiantes TDAH: 2 experimentos en el marco de la teoría del discurso de Kintsch y Van Dijk
Abstract
Se realizaron dos investigaciones de tipo exploratorio, bajo un paradigma cuantitativo, con estudiantes de 3 º de secundaria de un colegio privado mixto de Santa Cruz de la Sierra: en el primero (n=31) se describe el uso de macro reglas durante la redacción del resumen de un texto expositivo; con el segundo (n=32) se mide el efecto de un resumen redactado según las mismas macro reglas sobre la comprensión de texto expositivo de 400 palabras traducido del inglés. Resultados: El primer experimento indica que los estudiantes capaces de sintetizar las ideas principales, la secuencia y la jerarquía de las mismas son sólo el 16% y que el TDAH no está correlacionado con el bajo resultado. El segundo indica que un resumen elaborado siguiendo las macro reglas no contribuye a mejorar la comprensión lectora, medida según los indicadores de la prueba PISA, ni con estudiantes TDAH o sin TDAH. Al contrario, produjo un efecto contraproducente. Se sugiere proseguir en la validación de los instrumentos para la obtención de guías de enseñanza teóricamente fundamentadas y verificar el efecto del resumen sobre la comprensión a partir de la elaboración efectuada por los mismos estudiantes.
Two exploratory investigations within the quantitative paradigm were carried out, involving middle school students from a private school in Santa Cruz de la Sierra, Bolivia. In the first experiment (n=31), the usage of macro-rules for the completion of a summary of an expository text was examined. In the second experiment (n=32) the effect of one summary conceived according to these same macro rules was measured, onto the comprehension of an expository text of about 400 words translated from English by the author. Results: the first experiment shows that students able to summarize the main ideas, put them into the correct sequence and hierarchy, add up to only 16%. No correlation with ADHD could be found. The second experiment suggests that the summary provided by the author of this article following the macro rules did not contribute to raise the level of reading comprehension - the latter operationalized as the response to (mainly) multiple -choice questions worked out according to the indicators foreseen by the PISA test format. On the contrary, it produced a counterproductive effect.. No significant correlation with ADHD was found in this case either. Future developments should test the validity of the instruments created for the present occasion, in order to theoretically support procedures applicable to classroom teaching, as well as the impact on comprehension of summaries produced by the students themselves.
Two exploratory investigations within the quantitative paradigm were carried out, involving middle school students from a private school in Santa Cruz de la Sierra, Bolivia. In the first experiment (n=31), the usage of macro-rules for the completion of a summary of an expository text was examined. In the second experiment (n=32) the effect of one summary conceived according to these same macro rules was measured, onto the comprehension of an expository text of about 400 words translated from English by the author. Results: the first experiment shows that students able to summarize the main ideas, put them into the correct sequence and hierarchy, add up to only 16%. No correlation with ADHD could be found. The second experiment suggests that the summary provided by the author of this article following the macro rules did not contribute to raise the level of reading comprehension - the latter operationalized as the response to (mainly) multiple -choice questions worked out according to the indicators foreseen by the PISA test format. On the contrary, it produced a counterproductive effect.. No significant correlation with ADHD was found in this case either. Future developments should test the validity of the instruments created for the present occasion, in order to theoretically support procedures applicable to classroom teaching, as well as the impact on comprehension of summaries produced by the students themselves.
Description
Vol. 14, No. 15