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

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Laura Herrero Roig
Ignacio Máñez

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.

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Herrero Roig, L., & Máñez, I. (2024). Comprensión lectora en alumnado adolescente con TEA: el efecto de los detalles seductores en el proceso de formación de inferencias. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(1), 313–326. https://doi.org/10.17060/ijodaep.2024.n1.v1.2625
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Artículos
Biografía del autor/a

Laura Herrero Roig, Universitat de València

Universitat de València

Ignacio Máñez, ERI-Lectura, Universitat de València

ERI-Lectura, Universitat de València

Citas

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