Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06 |
Resumo: | Reading comprehension is an essential ability for students to cope efficiently in and out of the classroom. In fact, this skill deficit is one of the factors that triggers school dropout. For that reason, this is one of the competences that are assessed in international programmes such as PISA or PIRLS, besides Spanish diagnostic evaluations. In the case of reading comprehension not in a mother tongue, the reading process is more complex, especially when the strategies that the reader uses in his mother tongue are not intermediary in his second language because of the differences between both languages, as in this research. Under the previous justification, this paper presents a descriptive study with Berber-Spanish bilingual students from a public school of Primary Education in the Autonomous City of Melilla (Spain), city with the lowest academic achievement rates according to different national diagnostic assessments. With an empirical-analytical methodology, an ex-postfacto design and in accordance with different personal variables, the students´ reading comprehension is assessed by means of the reading comprehension test ACL-6 inside its four dimensions (literal, propositive, interpretative and argumentative) and also according to the text typologies used (literary, expository and interpretation of data). Results demonstrate that the participants present a reading comprehension rate lower than expected according to their level; the comprehension level is similar in the different text types used; they present difficulties in every reading dimension, being the inferential or interpretative the least developed; there is a correlation between the reading skill and the sex, and the academic achievement in instrumental subjects, but there is no correlation related to the most frequently used language nor to the education level of their parents.Keywords: Assessment of reading comprehension, text typology, bilingualism, Primary Education. |
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Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary EducationEvaluación de la comprensión lectora en alumnos bilingües mazigio-español al término de la Educación PrimariaEvaluación de la comprensión lectora en alumnos bilingües mazigio-español al término de la Educación PrimariaReading comprehension is an essential ability for students to cope efficiently in and out of the classroom. In fact, this skill deficit is one of the factors that triggers school dropout. For that reason, this is one of the competences that are assessed in international programmes such as PISA or PIRLS, besides Spanish diagnostic evaluations. In the case of reading comprehension not in a mother tongue, the reading process is more complex, especially when the strategies that the reader uses in his mother tongue are not intermediary in his second language because of the differences between both languages, as in this research. Under the previous justification, this paper presents a descriptive study with Berber-Spanish bilingual students from a public school of Primary Education in the Autonomous City of Melilla (Spain), city with the lowest academic achievement rates according to different national diagnostic assessments. With an empirical-analytical methodology, an ex-postfacto design and in accordance with different personal variables, the students´ reading comprehension is assessed by means of the reading comprehension test ACL-6 inside its four dimensions (literal, propositive, interpretative and argumentative) and also according to the text typologies used (literary, expository and interpretation of data). Results demonstrate that the participants present a reading comprehension rate lower than expected according to their level; the comprehension level is similar in the different text types used; they present difficulties in every reading dimension, being the inferential or interpretative the least developed; there is a correlation between the reading skill and the sex, and the academic achievement in instrumental subjects, but there is no correlation related to the most frequently used language nor to the education level of their parents.Keywords: Assessment of reading comprehension, text typology, bilingualism, Primary Education.La comprensión lectora es una habilidad imprescindible para que un alumno se desenvuelva efectivamente dentro y fuera del aula, de hecho, el déficit en esta destreza constituye uno de los factores desencadenantes del fracaso escolar. Por esta razón, es una de las capacidades que se evalúan en programas internacionales como PISA o PIRLS, además de en las evaluaciones de diagnóstico españolas. En el caso de la comprensión lectora en una lengua no materna, el proceso lector es más complejo, sobre todo cuando, como ocurre en esta investigación, las estrategias que hace el lector en su lengua materna no sirven de intermediarias en su segunda lengua por las diferencias entre ambas. Bajo esta justificación, este trabajo presenta un estudio de carácter descriptivo con alumnos bilingües bereber-español de un colegio de Melilla (España), ciudad con los peores índices de rendimiento académico nacionales. Con una metodología empírico-analítica, un diseño ex-post-facto y atendiendo a distintas variables individuales, se evalúa esta destreza, mediante la prueba ACL-6, en sus cuatro dimensiones (literal, de reorganización de la información, interpretativa y crítica) y según la tipología del texto trabajada (literario, expositivo y de interpretación de datos). Los resultados obtenidos permiten concluir que el nivel de comprensión lectora del alumnado participante es inferior al esperado en su curso; la comprensión es similar en los distintos textos trabajados; tienen dificultades en todas las dimensiones de la lectura, siendo la inferencial o interpretativa la menos desarrollada; correlaciona con el sexo y con el rendimiento académico en materias instrumentales pero no con la lengua de uso más frecuente ni con los estudios de los padres.Palabras clave: evaluación de la comprensión lectora, tipología textual, bilingüismo, Educación Primaria.La comprensión lectora es una habilidad imprescindible para que un alumno se desenvuelva efectivamente dentro y fuera del aula, de hecho, el déficit en esta destreza constituye uno de los factores desencadenantes del fracaso escolar. Por esta razón, es una de las capacidades que se evalúan en programas internacionales como PISA o PIRLS, además de en las evaluaciones de diagnóstico españolas. En el caso de la comprensión lectora en una lengua no materna, el proceso lector es más complejo, sobre todo cuando, como ocurre en esta investigación, las estrategias que hace el lector en su lengua materna no sirven de intermediarias en su segunda lengua por las diferencias entre ambas. Bajo esta justificación, este trabajo presenta un estudio de carácter descriptivo con alumnos bilingües bereber-español de un colegio de Melilla (España), ciudad con los peores índices de rendimiento académico nacionales. Con una metodología empírico-analítica, un diseño ex-post-facto y atendiendo a distintas variables individuales, se evalúa esta destreza, mediante la prueba ACL-6, en sus cuatro dimensiones (literal, de reorganización de la información, interpretativa y crítica) y según la tipología del texto trabajada (literario, expositivo y de interpretación de datos). Los resultados obtenidos permiten concluir que el nivel de comprensión lectora del alumnado participante es inferior al esperado en su curso; la comprensión es similar en los distintos textos trabajados; tienen dificultades en todas las dimensiones de la lectura, siendo la inferencial o interpretativa la menos desarrollada; correlaciona con el sexo y con el rendimiento académico en materias instrumentales pero no con la lengua de uso más frecuente ni con los estudios de los padres.Palabras clave: evaluación de la comprensión lectora, tipología textual, bilingüismo, Educación Primaria.Unisinos2014-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06Calidoscópio; Vol. 12 No. 1 (2014): January/April; 49-63Calidoscópio; v. 12 n. 1 (2014): Janeiro/Abril; 49-632177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosspahttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06/4073Rico-Martín, Ana M.Mohamedi-Amaruch, Amaruchinfo:eu-repo/semantics/openAccess2014-06-03T19:03:57Zoai:ojs2.revistas.unisinos.br:article/3904Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2014-06-03T19:03:57Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education Evaluación de la comprensión lectora en alumnos bilingües mazigio-español al término de la Educación Primaria Evaluación de la comprensión lectora en alumnos bilingües mazigio-español al término de la Educación Primaria |
title |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
spellingShingle |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education Rico-Martín, Ana M. |
title_short |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
title_full |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
title_fullStr |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
title_full_unstemmed |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
title_sort |
Assessment of reading comprehension of Berber-Spanish bilingual students at the end of Primary Education |
author |
Rico-Martín, Ana M. |
author_facet |
Rico-Martín, Ana M. Mohamedi-Amaruch, Amaruch |
author_role |
author |
author2 |
Mohamedi-Amaruch, Amaruch |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Rico-Martín, Ana M. Mohamedi-Amaruch, Amaruch |
description |
Reading comprehension is an essential ability for students to cope efficiently in and out of the classroom. In fact, this skill deficit is one of the factors that triggers school dropout. For that reason, this is one of the competences that are assessed in international programmes such as PISA or PIRLS, besides Spanish diagnostic evaluations. In the case of reading comprehension not in a mother tongue, the reading process is more complex, especially when the strategies that the reader uses in his mother tongue are not intermediary in his second language because of the differences between both languages, as in this research. Under the previous justification, this paper presents a descriptive study with Berber-Spanish bilingual students from a public school of Primary Education in the Autonomous City of Melilla (Spain), city with the lowest academic achievement rates according to different national diagnostic assessments. With an empirical-analytical methodology, an ex-postfacto design and in accordance with different personal variables, the students´ reading comprehension is assessed by means of the reading comprehension test ACL-6 inside its four dimensions (literal, propositive, interpretative and argumentative) and also according to the text typologies used (literary, expository and interpretation of data). Results demonstrate that the participants present a reading comprehension rate lower than expected according to their level; the comprehension level is similar in the different text types used; they present difficulties in every reading dimension, being the inferential or interpretative the least developed; there is a correlation between the reading skill and the sex, and the academic achievement in instrumental subjects, but there is no correlation related to the most frequently used language nor to the education level of their parents.Keywords: Assessment of reading comprehension, text typology, bilingualism, Primary Education. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-02-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.06/4073 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 12 No. 1 (2014): January/April; 49-63 Calidoscópio; v. 12 n. 1 (2014): Janeiro/Abril; 49-63 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203885205520384 |