Lexical and reading comprehension processes in secondary education students

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UNA NUEVA VISIÓN DE LA PSICOLOGÍA: LA PSICOLOGÍA POSITIVA
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Published: Apr 27, 2015
DOI: https://doi.org/10.17060/ijodaep.2015.n1.v1.65
Keywords:
reading comprehension difficulties construction-integration model lexical processes mental processes

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Pilar Sanz-Cervera
Universidad de Valencia
María Inmaculada Fernández Andrés
Universidad de Valencia
http://orcid.org/0000-0003-2808-0949
Amparo Tijera-Iborra
Universidad de Valencia
Juan Vicente Blázquez-Garcés
Universidad de Valencia

Abstract

Reading comprehension is a complex process that requires both the "construction" and the "integration" of information, being therefore an interactive process involving a large number of mental processes. This fact implies that there is a great heterogeneity of difficulties in understanding. The aim of the present study is to analyze the possible differences in access to the lexicon and comprehension processes between a group of students with difficulties in comprehension (MCI) and another group of students without MCI. 84 adolescents participated (42 with DCL and 42 without DCL) from 12 to 16 years of age, enrolled in the Compulsory Secondary Education stage. The results obtained show that both groups have a differentiated information processing. The main differences obtained are found in the different lexical processes, in addition to the capture of explicit ideas and the elaboration of anaphoric inferences. The purpose of this work is to design interventions that meet the needs of students with difficulties.

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How to Cite
Sanz-Cervera, P., Fernández Andrés, M. I., Tijera-Iborra, A., & Blázquez-Garcés, J. V. (2015). Lexical and reading comprehension processes in secondary education students. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 231–240. https://doi.org/10.17060/ijodaep.2015.n1.v1.65
Issue
Vol. 1 No. 1 (2015): A NEW VISION OF PSYCHOLOGY: POSITIVE PSYCHOLOGY.
Section
Articles
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Author Biographies

Pilar Sanz-Cervera, Universidad de Valencia

Didáctica y Organización Escolar

María Inmaculada Fernández Andrés, Universidad de Valencia

Profesora Ayudante doctor del Departamento de Psicología Educativa y de la Educación de la Universidad de Valencia. 

Investigo en Trastorno del Espectro (TEA) Autista, en Trastorno por déficit de Atención con Hiperactividad  (TDAH) y en dificultades de aprendizaje.

Publicaciones en revistas de JCR.

Amparo Tijera-Iborra, Universidad de Valencia

Profesora asociada del departamento de Didáctica y Organización Escolar

Juan Vicente Blázquez-Garcés, Universidad de Valencia

Profesor asociado del departamento de Personalidad, Evaluación y Tratamientos Psicológicos 

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