Comprensión lectora en alumnado adolescente con TEA: el efecto de los detalles seductores en el proceso de formación de inferencias
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Abstract
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.
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