La teoría implícita para el desarrollo de la comprensión lectora
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Tribunal
Abstract
En el presente artículo se planteó como objetivo general realizar un análisis de las teorías implícitas que favorezcan el proceso de comprensión lectora. siendo un tema que releva la importancia del desarrollo de una teoría implícita positiva, donde los estudiantes creen en su capacidad de mejorar sus habilidades de comprensión, fomenta la adopción de estrategias de lectura más efectivas y una disposición más abierta hacia el aprendizaje continuo. Este enfoque plantea que, además de factores como la decodificación y el vocabulario, el factor motivacional juega un papel crucial en la comprensión lectora y, por ende, en el desarrollo de habilidades lectoras en todos los niveles educativos. Se utilizó la metodología PRISMA versión 2020 siendo una declaración que requiere llevar a cabo los procesos de identificación, selección, inclusión. Se revisaron 20 artículos publicados en bases de datos como Scopus, Scielo, Google Académico, por lo que fue preciso efectuar una revisión teórica para alcanzar el objetivo planteado. Dentro de los resultados se obtuvo que el papel de las teorías implícitas también se extiende al ámbito de la comprensión lectora, un área donde las creencias sobre la maleabilidad de las habilidades de lectura tienen un impacto directo. Investigaciones actuales muestran que los estudiantes que creen en la posibilidad de mejorar su comprensión lectora tienden a emplear estrategias de aprendizaje activas, como el monitoreo de la comprensión y la autoevaluación, lo que se traduce en un mayor éxito en la lectura. Este hallazgo sugiere que, además de las habilidades cognitivas, la percepción sobre la posibilidad de desarrollo influye en el rendimiento lector y en la disposición hacia el aprendizaje autónomo.
The general objective of this article was to carry out an analysis of the implicit theories that favor the reading comprehension process. This topic highlights the importance of developing a positive implicit theory, where students believe in their ability to improve their comprehension skills, which encourages the adoption of more effective reading strategies and a more open disposition towards continuous learning. This approach suggests that, in addition to factors such as decoding and vocabulary, the motivational factor plays a crucial role in reading comprehension and, therefore, in the development of reading skills at all educational levels. The PRISMA version 2020 methodology was used, which is a statement that requires carrying out the identification, selection, and inclusion processes. 20 articles published in databases such as Scopus, Scielo, and Google Scholar were reviewed, so it was necessary to carry out a theoretical review to achieve the stated objective. The results showed that the role of implicit theories also extends to the field of reading comprehension, an area where beliefs about the malleability of reading skills have a direct impact. Current research shows that students who believe in the possibility of improving their reading comprehension tend to employ active learning strategies, such as comprehension monitoring and self-assessment, which translates into greater reading success. This finding suggests that, in addition to cognitive skills, the perception of the possibility of development influences reading performance and the disposition towards autonomous learning.
The general objective of this article was to carry out an analysis of the implicit theories that favor the reading comprehension process. This topic highlights the importance of developing a positive implicit theory, where students believe in their ability to improve their comprehension skills, which encourages the adoption of more effective reading strategies and a more open disposition towards continuous learning. This approach suggests that, in addition to factors such as decoding and vocabulary, the motivational factor plays a crucial role in reading comprehension and, therefore, in the development of reading skills at all educational levels. The PRISMA version 2020 methodology was used, which is a statement that requires carrying out the identification, selection, and inclusion processes. 20 articles published in databases such as Scopus, Scielo, and Google Scholar were reviewed, so it was necessary to carry out a theoretical review to achieve the stated objective. The results showed that the role of implicit theories also extends to the field of reading comprehension, an area where beliefs about the malleability of reading skills have a direct impact. Current research shows that students who believe in the possibility of improving their reading comprehension tend to employ active learning strategies, such as comprehension monitoring and self-assessment, which translates into greater reading success. This finding suggests that, in addition to cognitive skills, the perception of the possibility of development influences reading performance and the disposition towards autonomous learning.
Description
Vol. 5, No. 13