Comprensión lectora en alumnado adolescente con TEA: el efecto de los detalles seductores en el proceso de formación de inferencias
Barra lateral del artículo
Contenido principal del artículo
Resumen
El alumnado con Trastorno del Espectro Autista (TEA) presenta una amplia diversidad de dificultades y necesidades en el ámbito educativo. En comprensión lectora, suelen presentar dificultades en la formación de inferencias. Para superarlas, habitualmente se proporcionan apoyos visuales; sin embargo, se desconoce en qué medida el uso de imágenes con contenidos seductores puede influir sobre la formación de inferencias y el procesamiento de la tarea. El ‘efecto de los detalles seductores’ supone una peor comprensión lectora debido a la integración de imágenes seductoras (atractivas pero irrelevantes) en los textos. El presente estudio pretende analizar este efecto en alumnado con TEA. 7 adolescentes con TEA leyeron 27 textos cortos, 9 de ellos acompañados
por una imagen seductora, 9 por una imagen relevante y 9 sin imagen, tanto en entorno digital como en papely-lápiz. Los resultados sugieren que el tiempo de procesamiento aumentó con imágenes seductoras y disminuyó con relevantes, frente a ausencia de imagen. No obstante, el rendimiento no resultó significativamente afectado por la presencia o tipo de imagen. Estos resultados pueden tener implicaciones en el ámbito educativo, especialmente en la atención a la diversidad, la identificación y eliminación de barreras y la promoción de una educación inclusiva.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons que permite a terceros copiar y redistribuir el material en cualquier medio o formato bajo los siguientes términos: —se debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante (Atribución); — no se puede hacer uso del material con propósitos comerciales (No Comercial); — si se remezcla, transforma o crea a partir del material, no podrá distribuirse el material modificado (Sin Derivadas).
- Los autores/as podrán adoptar otros acuerdos de licencia no exclusiva de distribución de la versión de la obra publicada (p. ej.: depositarla en un archivo telemático institucional o publicarla en un volumen monográfico) siempre que se indique la publicación inicial en esta revista.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: en archivos telemáticos institucionales o en su página web) antes y durante el proceso de envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Citas
Abercrombie, S., Hushman, C. J., & Carbonneau, K. J. (2019). The impact of seductive details and signaling on analogical transfer. Applied Cognitive Psychology, 33(1), 38–47. https://doi.org/10.1002/ACP.3475
Accardo, A. L., & Finnegan, E. G. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices. Autism, 23(1), 236–246. https://doi.org/10.1177/1362361317730744
Alnusayri, A. M. F. (2021). Autism spectrum disorders (ASD) diagnosis and management; current trends and future direction: a review article. International Journal of Clinical and Experimental Medicine, 14(9), 2271–2280.
Alresheed, F., Machalicek, W., Sanford, A., & Bano, C. (2018). Academic and Related Skills Interventions for Autism: a 20-Year Systematic Review of Single-Case Research. Review Journal of Autism and Developmental Disorders, 5(4), 311–326. https://doi.org/10.1007/S40489-018-0141-9/TABLES/1
Alshihri, A. A., Al-Askar, M. H., & Aldossary, M. S. (2021). Barriers to Professional Dental Care among Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 51(8), 2988–2994. https://doi.org/10.1007/S10803-020-04759-Y/TABLES/4
American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders (DSM-V) (5th ed.). American Psychiatric Association.
Arias-Gundín, O., Fidalgo, R., Martínez-Cocó, B., & Bolaños-Alonso, F.-J. (2011). Estrategias de comprensión lectora en alumnos de Educación Primaria y Secundaria. International Journal of Developmental and Educational Psychology, 3(1), 613–620.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind” ? Cognition, 21(1), 37–46. https://doi.org/10.1016/0010-0277(85)90022-8
Bednarz, H. M., Maximo, J. O., Murdaugh, D. L., O’Kelley, S., & Kana, R. K. (2017). “Decoding versus comprehension”: Brain responses underlying reading comprehension in children with autism. Brain and Language, 169, 39–47. https://doi.org/10.1016/J.BANDL.2017.01.002
Bosch, R., Pagerols, M., Rivas, C., Sixto, L., Bricollé, L., Español-Martín, G., Prat, R., Ramos-Quiroga, J. A., & Casas, M. (2022). Neurodevelopmental disorders among Spanish school-age children: prevalence and sociodemographic correlates. Psychological Medicine, 52(14), 3062–3072. https://doi.org/10.1017/S0033291720005115
Castro, P. M., Dapena, A., & Laport, F. (2023). PictoCal: a digital calendar of daily activity based on pictograms. Kalpa Publications in Computing, 14, 42–45.
Chinn, D. (2019). Talking to producers of Easy Read health information for people with intellectual disability: Production practices, textual features, and imagined audiences. Journal of Intellectual & Developmental Disability, 44(4), 410–420. https://doi.org/10.3109/13668250.2019.1577640
Chinn, D. (2020). An empirical examination of the use of Easy Read health information in health consultations involving patients with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 33(2), 232–247. https://doi.org/10.1111/JAR.12657
de Koning, B. B., Wassenburg, S. I., Ganushchak, L. Y., Krijnen, E., & van Steensel, R. (2020). Inferencing questions embedded in a children’s book help children make more inferences. First Language, 40(2), 172–191. https://doi.org/10.1177/0142723719894770/ASSET/IMAGES/LARGE/10.1177_0142723719894770-FIG2.JPEG
Denche Gil, S., Morán Pallero, N., & Felipe Castaño, E. (2023). Intervención mediante un sistema alternativoaumentativo de comunicación en discapacidad intelectual y del desarrollo: diseño de caso único. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 2(1), 241–250. https://doi.org/10.17060/ijodaep.2023.n1.v2.2513
Eitel, A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology, 33(1), 20–30. https://doi.org/10.1002/ACP.3479
Eitel, A., & Kühl, T. (2019). Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction. Applied Cognitive Psychology, 33(1), 3–8. https://doi.org/10.1002/ACP.3513
Fajardo, I., & Joseph, H. (2022). Brief report: Autistic students read between lines. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/S10803-022-05648-2/TABLES/2
Fajardo, I., Pérez, A. I., Ferrer, A., Pérez-Fuster, P., & García-Blanco, A. C. (2021). Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder. Reading & Writing Quarterly, 38(6), 505–525. https://doi.org/10.1080/10573569.2021.1982430
Ferrer, A., Vidal-Abarca, E., Serrano, M. Á., & Gilabert, R. (2017). Impact of text availability and question format on reading comprehension processes. Contemporary Educational Psychology, 51, 404–415. https://doi.org/10.1016/J.CEDPSYCH.2017.10.002
Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of “Seductive Details” on Macroprocessing and Microprocessing in Adults and Children. Cognition and Instruction, 6(1), 41–57. https://doi.org/10.1207/S1532690XCI0601_2
Gillespie-Smith, K., Ballantyne, C., Branigan, H. P., Turk, D. J., & Cunningham, S. J. (2018). The I in autism: Severity and social functioning in autism are related to self-processing. British Journal of Developmental Psychology, 36(1), 127–141. https://doi.org/10.1111/BJDP.12219
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review. Sustainability, 13(9), 5097. https://doi.org/10.3390/SU13095097
Hall, C., & Barnes, M. A. (2016). Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities. Intervention in School and Clinic, 52(5), 279–286. https://doi.org/10.1177/1053451216676799
Herrada-Valverde, G., & Herrada-Valverde, R. I. (2017). Factores que influyen en la comprensión lectora de hipertexto. Ocnos. Revista de Estudios Sobre Lectura, 16(2), 7–16. https://doi.org/10.18239/OCNOS_2017.16.2.1287
Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara, D. S. (2015). Bridging Skill and Task-Oriented Reading. Discourse Processes, 54(1), 19–39. https://doi.org/10.1080/0163853X.2015.1100572
Hus, Y., & Segal, O. (2021). Challenges Surrounding the Diagnosis of Autism in Children. Neuropsychiatric Disease and Treatment, 17, 3509–3529. https://doi.org/10.2147/NDT.S282569
Joseph, H., Wonnacott, E., & Nation, K. (2021). Online inference making and comprehension monitoring in children during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology, 74(7), 1202–1224. https://doi.org/10.1177/1747021821999007/ASSET/IMAGES/10.1177_1747021821999007-IMG1.PNG
Kalandadze, T., Braeken, J., Brynskov, C., & Næss, K. A. B. (2022). Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter. Journal of Autism and Developmental Disorders, 52(1), 316–326. https://doi.org/10.1007/S10803-021-04922-Z/TABLES/3
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Organica 2/2006, de 3 de mayo, de Educación (LOMLOE) (BOE, nº 340, 30-12-2020, pp. 122868-122953). https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-17264
López-Iñesta, E., Costa, D. G., Grimaldo, F., & Vidal-Abarca, E. (2018). Read&Learn: una herramienta de investigación para el aprendizaje asistido por ordenador/ Read & Learn: a research tool for computer-assisted learning. Magister, 30(1 y 2), 21–28. https://doi.org/10.17811/MSG.30.1.2018.21-28
Marshall, B., & Myers, C. (2021). Does Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension? Developmental Neurorehabilitation, 24(5), 347–354. https://doi.org/10.1080/17518423.2021.1898486
McIntyre, N. S., Grimm, R. P., Solari, E. J., Zajic, M. C., & Mundy, P. C. (2020). Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder. Autism and Developmental Language Impairments, 5. https://doi.org/10.1177/2396941520968028/ASSET/IMAGES/LARGE/10.1177_2396941520968028-FIG1.JPEG
McIntyre, N. S., Solari, E. J., Grimm, R. P., E. Lerro, L., E. Gonzales, J., & Mundy, P. C. (2017). A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders, 47(4), 1086–1101. https://doi.org/10.1007/S10803-017-3029-0/TABLES/1
McNamara, D. S. (2020). If Integration Is the Keystone of Comprehension: Inferencing Is the Key. Discourse Processes, 58(1), 86–91. https://doi.org/10.1080/0163853X.2020.1788323
McNamara, D. S., & Magliano, J. (2009). Chapter 9 Toward a Comprehensive Model of Comprehension. Psychology of Learning and Motivation - Advances in Research and Theory, 51, 297–384. https://doi.org/10.1016/S0079-7421(09)51009-2
Medina Jiménez, I. P., & González Di Pierro, C. (2021). La construcción de inferencias en la comprensión lectora: una investigación correlacional. Educatio Siglo XXI, 39(1), 167–188. https://revistas.um.es/educatio/article/view/451971/301871
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for Learning: Theory and Practice. CAST.
Moreno Campos, V., Montagut Asunción, M., & Pastor Cerezuela, G. (2020). Procesamiento semántico en niños con trastorno del espectro autista. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(2), 165–174. https://doi.org/10.17060/ijodaep.2020.n2.v1.1968
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141. https://doi.org/10.1016/J.COMPEDU.2019.103618
Nistor, G., & Dumitru, C. L. (2021). Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions. Sustainability, 13(13), 7056. https://doi.org/10.3390/SU13137056
Olsen, K., Croydon, A., Olson, M., Jacobsen, K. H., & Pellicano, E. (2018). Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices? International Journal of Inclusive Education, 23(6), 624–638. https://doi.org/10.1080/13603116.2018.1441914
Otto-Meyer, S., Krizman, J., White-Schwoch, T., & Kraus, N. (2018). Children with autism spectrum disorder have unstable neural responses to sound. Experimental Brain Research, 236(3), 733–743. https://doi.org/10.1007/S00221-017-5164-4/FIGURES/4
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Association for Supervision and Curriculum Development.
Russo, L., Craig, F., Ruggiero, M., Mancuso, C., Galluzzi, R., Lorenzo, A., Fanizza, I., & Trabacca, A. (2018). Exploring Visual Perspective Taking and body awareness in children with Autism Spectrum Disorder. Cognitive Neuropsychiatry, 23(4), 254–265. https://doi.org/10.1080/13546805.2018.1486182
Saldaña, D., & Frith, U. (2007). Do readers with autism make bridging inferences from world knowledge? Journal of Experimental Child Psychology, 96(4), 310–319. https://doi.org/10.1016/J.JECP.2006.11.002
Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory and Cognition, 34(2), 344–355. https://doi.org/10.3758/BF03193412/METRICS
Singh, B. D., Moore, D. W., Furlonger, B. E., Anderson, A., Fall, R., & Howorth, S. (2021). Reading Comprehension and Autism Spectrum Disorder: a Systematic Review of Interventions Involving Single-Case Experimental Designs. Review Journal of Autism and Developmental Disorders, 8(1), 3–21. https://doi.org/10.1007/S40489-020-00200-3/FIGURES/1
Solis, M., Reutebuch, C. K., Falcomata, T., Steinle, P. K., Miller, V. L., & Vaughn, S. (2021). Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder. Behavior Modification, 45(1), 66–98. https://doi.org/10.1177/0145445519853781/ASSET/IMAGES/LARGE/10.1177_0145445519853781-FIG2.JPEG
Sundararajan, N. K., & Adesope, O. (2020). Keep it Coherent: A Meta-Analysis of the Seductive Details Effect. Educational Psychology Review, 32(3), 707–734. https://doi.org/10.1007/S10648-020-09522-4/FIGURES/2
Sutherland, R. J., & Isherwood, T. (2016). The Evidence for Easy-Read for People With Intellectual Disabilities: A Systematic Literature Review. Journal of Policy and Practice in Intellectual Disabilities, 13(4), 297–310. https://doi.org/10.1111/JPPI.12201
Talantseva, O. I., Romanova, R. S., Shurdova, E. M., Dolgorukova, T. A., Sologub, P. S., Titova, O. S., Kleeva, D.F., & Grigorenko, E. L. (2023). The global prevalence of autism spectrum disorder: A three-level meta-analysis. Frontiers in Psychiatry, 14. https://doi.org/10.3389/FPSYT.2023.1071181/BIBTEX
Tei, S., Fujino, J., Itahashi, T., Aoki, Y., Ohta, H., Kubota, M., Hashimoto, R. ichiro, Nakamura, M., Kato, N., & Takahashi, H. (2019). Egocentric biases and atypical generosity in autistic individuals. Autism Research, 12(11), 1598–1608. https://doi.org/10.1002/AUR.2130
Tsai, M. J., Wu, A. H., & Chen, Y. (2019). Static and dynamic seductive illustration effects on text-and-graphic learning processes, perceptions, and outcomes: Evidence from eye tracking. Applied Cognitive Psychology, 33(1), 109–123. https://doi.org/10.1002/ACP.3514
Vulchanova, M., Milburn, E., Vulchanov, V., & Baggio, G. (2019). Boon or Burden? The Role of Compositional Meaning in Figurative Language Processing and Acquisition. Journal of Logic, Language and Information, 28(2), 359–387. https://doi.org/10.1007/S10849-019-09282-7/FIGURES/1
Wang, Z., Ardasheva, Y., Carbonneau, K., & Liu, Q. (2021). Testing the seductive details effect: Does the format or the amount of seductive details matter? Applied Cognitive Psychology, 35(3), 761–774. https://doi.org/10.1002/ACP.3801
Zhang, S., Prykanowski, D. A., & Koppenhaver, D. A. (2023). Using Construction-Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Reading Research Quarterly, 58(1), 126–159. https://doi.org/10.1002/RRQ.483
Zhou, P., Zhan, L., & Ma, H. (2019). Understanding Others’ Minds: Social Inference in Preschool Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(11), 4523–4534. https://doi.org/10.1007/S10803-019-04167-X/TABLES/2
Zwaan, R. A., & Singer, M. (2003). Text comprehension. In A. C. Graesser, M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 83–121). Lawrence Erlbaum Associates Publishers. https://psycnet.apa.org/record/2003-02476-002