文章基本信息

标题：COMPARISON OF READING-WRITING PATTERNS AND PERFORMANCE OF STUDENTS WITH AND WITHOUT READING DIFFICULTIES
本地全文：下载
作者：Raquel Fidalgo ; Mark Torrance ; Olga Arias-Gundín 等
期刊名称：Psicothema
印刷版ISSN：0214-9915
电子版ISSN：1886-144X
出版年度：2014
卷号：26
期号：4
页码：442-448
DOI：10.7334/psicothema2014.23
出版社：Cologio Oficial de Psicólogos del Principado
摘要：Background: This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. Method: 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. Results: There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. Conclusions: The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.
关键词：hybrid task; cognitive cost; reading diffi culties; reading comprehension; strategies of summarizing.