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Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this paper is to assess and improve the impact on reading students' comprehension due to an intervention in two curricular modules, Teorías pedagógicas and Lengua at Teacher's Training of an Instituto de Formación Docente (IFD) in Uruguay. The framework on these studies is based on Academic Literacy, which encompasses the teaching practices needed for reading specialized texts. The method used to quantify changes on reading students' comprehension is a pretest and posttest strategy without control group. Before and after the intervention a reading comprehension test is applied. The results show a statistically significant difference in the mean between the pre and posttest (the difference of 1 and p value equal to 0.003). Therefore, the null hypothesis is rejected, and the alternative hypothesis is accepted which is that the intervention produced change. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is part of a broader research. Its objective is to describe the didactic knowledge of content in the teaching of reading constructed by the preschool early childhood education teacher at the Carlos Soublette College Early Childhood Education Center. The teacher’s professional knowledge is based on Shulman’s proposal (2005) and Clemente’s (2001) integrative proposal for the teaching of reading. It is a qualitative research that used interviews and observation as instruments to triangulate information; the grounded theory method proposed by Strauss and Corbin (2002) was applied. Five teachers participated as research subjects at the preschool level. Among the main findings are: the comprehensiveness of knowledge and the importance of children’s literature in the teaching of written language. It is concluded that teachers should use and teach from these ages the cognitive strategies of reading and the development of phonological awareness, approaching these processes in a pleasant way through children’s literature. Teachers do activities by tradition and are not very clear about how they are articulated with the teaching of reading. [ABSTRACT FROM AUTHOR]

The present study aimed to determine the effectiveness of Wordwall as a didactic resource to develop proficiency reads various types of texts in their mother tongue (Spanish) in students of second grade of primary school, the research was of quasi-experimental design, the sample was made up of 72 students between 7 and 8 years of age, selected not probabilistically. The technique used was the exam and the instrument the written test, which was administered at the beginning and end of the experiment. The statistical test used was Wilcoxon's W. It is concluded that Wordwall as a didactic resource is effective to improve the level of achievement of competence reads various types of texts in their mother tongue, since according to the Wilcoxon W test a p value of 0.00 was obtained which indicates that there is a significant difference between the averages of the entrance test and exit test of the experimental group, Raising the level of reading comprehension in the abilities of reflecting on the text, infers information is interpreted from the text, thus proving that interactive resources such as Wordwall promote optimal learning in students. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work expresses the first developments of the research project "Grammatical knowledge and training of new readers and writers. A study based on textbooks and school practices", carried out by researchers from the Faculty of Arts of the Faculty of Philosophy and Humanities (UNC). In its first stage, the authors analyze language and literature school manuals for secondary education circulating in Cordoba schools and try to understand how the knowledge that comes specifically from linguistics and/or grammar is articulated in such materials with others that constitute real interdisciplinary fields (related, for example, to the understanding/interpretation of speeches, the processes of writing texts, etc.). [ABSTRACT FROM AUTHOR]

The present research aimed to determine the effectiveness of the strategy based on the seven linguistic levels to improve the comprehension of texts in children of fourth grade of basic education, the research is experimental and quasi-experimental design, the sample was made up of 86 students of the fourth grade, 35 women and 51 men between 10 and 11 years of age and was selected by a non-probabilistic criterion. The technique of the examination was used and as an instrument the written test that was administered before and after the experiment. The statistical test used was the Mann-Whitney U. It is concluded that the strategy is effective to improve the comprehension of texts in children of fourth grade of basic education, since according to the Mann-Whitney U test a p value of 0.0000153 was obtained which expresses that there is a significant difference between the averages of the control and experimental group, raising the reading comprehension in the literal level, inferential and criterial, achieving significant advances in the concepts that define contextualized text, identification of the notion of context, elements of communication, types of text, recognition of superstructure, textual markers and elements that intervene in the text. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading is an essential process for learning; therefore, elementary education implements multiple programs and strategies to improve it. Teaching Circles are suggested as a structured dialogue between teachers to propose and put into practice strategies to improve reading comprehension. The sample included 11 teachers and 59 students. We measured teachers' teaching approach and self-efficacy and students' reading comprehension, taking intelligence as a control variable. The results describe an improvement in teachers' self-efficacy, interaction components, and the student-centered approach, specifically the Global Comprehension sub-process. We conclude that the strategy can be effective in shifting the teacher-centered perspective; however, teachers' continuity and commitment and appropriate social context conditions are required for its application. [ABSTRACT FROM AUTHOR]

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Signos is the property of Pontificia Universidad Catolica de Valparaiso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literacy in general, phonological awareness, the foundations of language neuroanatomy and dyslexia are analyzed. Accordingly, it can be suggested that a wider circuit is configured around the internal speech circuit: the internal literacy circuit. This internal literacy circuit allows us to understand that phonological awareness involves a series of interconnections among four systems: orthographic and phonological production; phonological and orthographic recognition (with special emphasis on the last two systems, in the case of reading alone); the characterization of the literacy system and phonological awareness in neurocognitive terms. This indicates that teachers should continue working with rhymes, riddles and songs because they contribute decisively to stimulating and developing phonological awareness, which is in turn fundamental to learning to read. [ABSTRACT FROM AUTHOR]

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

More than 1000 students have overcome the difficulties of learning in reading and writing through the Cognitive Affective Method for Learning -Macpa-. This research applied digital and textual educational resources to acquire, useappropriate and develop these skills in a group of 30 students with difficulties, between third and fifth grade of elementary education. Under a mixed methodology the results are articulated, from the qualitative to quantitative, reached by the students. It is emphasized that, after the application of the software and the primer, 97% of the students were placed at a high level in terms of the adequate segmentation of the words; likewise, 73% was located at this same level in what has to do with not omitting or changing letters in a writing. Regarding reading, in the sub-category of reading comprehension, 77% of the students ranked at the high level, while 23% were at the middle level; which is consistent with the results achieved in other previous investigations with other population groups. It is concluded then, Macpa is a scenario to support the public educational policy that prevents learning difficulties. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents aspects of the history of reading in Colombia during the first half of the twentieth century, and the characterization of specific reading practices during this period. Intellectuals of the governments of the Liberal Republic acted as essential cultural agents performing various campaigns that contributed to the expansion of the reading public: creating literacy programs, libraries and cultural missions. Within these literacy campaigns, major changes took place in the design and use of materials for the teaching of reading, which pointed at differentiating rural and urban readers. [ABSTRACT FROM AUTHOR]

The objective of this article is to review the purpose and methodology behind systemic-functional linguistics (SFL) in relation to its relevance as a tool for the development of textual processes in higher education. To that end, the concepts of gender and registration are explored in a general way, as founding notions of systems theory, and the social uses of language are emphasized. The possibilities for work are then summarized from the standpoint of gender pedagogy as a field of permanent research. The idea is to improve the student's performance based on knowledge of the language in use, thus making it possible to democratize the knowledge in question. As a final point, the proposal of the Prodeac Group is analyzed, as a direct application of SFL in the Latin American context, noting the connection between functional grammar and the processes of comprehending and producing academic texts. The review highlights the need to open the field of study in SFL to an analysis of the multiplicity and variety of texts used in academic circles, as a contribution to the teaching of reading and writing at the college level. [ABSTRACT FROM AUTHOR]

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article has, as a starting point the problematic situation posed by the disciplinary learning and reading of these texts during the first terms of university education. Our purposeis to present some conclusions, drawn up under Vygotsky's Social Interactionism (1977, 1988), based on the results of a test given to Bachelor of Education Science (Licenciatura en Ciencias de la Educación) beginners at the National University of Luján. This test was elaborated in order toinquire the level of under standing these students have whe reading the specific material given in theear lystages. For our purpose, we will first discuss some methodologic a laspects of the test mentioned; then, we will present some results, referred to the level of under standing fulfilled by the participants. To conclude, we will state some thoughts related to the possible consequences that this level of understanding may have on the reading practice that these students could develop, later on, with in the academic context. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El principal objetivo de este estudio ha sido analizar la valoración que hacen estudiantes universitarios y maestros del programa tutorial Letra. Se trata de un sistema de aprendizaje tutorial que utiliza la plataforma MOODLE para crear un ambiente educativo virtual. El programa Letra incorpora las prescripciones del último informe científico sobre el aprendizaje de la lectura, el National Reading Panel (Informe Nacional de Lectura), que logró identificar cuáles serían las habilidades críticas que se deben instruir para garantizar que los niños gocen de buena salud en cuanto a su desarrollo lector y evitar así que se puedan presentar dificultades de aprendizaje en el futuro. Estas habilidades críticas son: la conciencia fonológica, el conocimiento alfabético, la fluidez y el vocabulario y la comprensión. Se seleccionó una muestra de estudiantes de Magisterio de las Islas Canarias y de maestros de distintos países latinoamericanos (i.e., México, Guatemala y Ecuador). Se encontró que la valoración que hicieron del programa Letra tanto estudiantes universitarios como maestros fue positiva, y esta valoración no estaba mediatizada por la experiencia de haber recibido programas de formación en línea. [ABSTRACT FROM AUTHOR]

The main purpose of this study was twofold: to analyze from a historical perspective, theories of reading acquisition and their relationship to the representational structure of subjects, and secondly, to determine the degree of coherence of the statements to each theory of reading development. A first study has been designed to analyze which theories can be identified throughout the history about the acquisition of reading. The socio-historical analysis allowed us to identify the following theories: nativist, maturation, behavioral, constructivist, social, and cognitive. In order to locate a set of ideas that reflect to the different conceptions of how children acquire reading it was administered to a normative sample of judges for each of the theories. Also identified the statements that are distributed according to their degree of typicality or degree of belonging to a theory as to its polarization or exclusivity of each of these theories analyzed confirmed its representational entity. In the second study we examine whether these theories have representational entity that is, if the ideas from the previous study concerning the structure remain representational subjects and to determine the degree of coherence of statements that constitute each of the developmental theory reading. [ABSTRACT FROM AUTHOR]

This article proposes to analyze a few theoretical and epistemological problems with sociocultural didactics of literature, as Gustavo Bombini, prominent researcher in didactics of literature, would call it. Unlike other lines of investigation within this field, this particular line relates to interpretative and sociocultural paradigms in order to account for both the teaching practice and specific people's reading practice in specific situations. In order to analyze this, we have selected several pieces of work by Gustavo Bombini in which the author specifies the purpose of creating the discipline in question and exposes some of its theoretical and didactical basis. Our article is divided into two parts: First, we summarize the main principles of sociocultural didactics of literature; second, we analyze the limitations of those principles taking three aspects into account: readers' knowledge, specific characteristics of reading in school and the problems with a common curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Orientación Educacional is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to inform to the reader the current debate on learning disabilities area. The language barrier imposed by the scientific literature in English makes professionals and college to miss the exciting progress on this diagnostic category so controversial from its formal beginning. We first analyze the definitions of specific learning disabilities that have been in force until the first decade of this century, then make the new definitions formulated to now and discuss characteristics of the history of definitions in this field. We conclude with the demands that we face because of the new definitions. [ABSTRACT FROM AUTHOR]

Copyright of Investigación y Postgrado is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Muchos estudios han destacado las dificultades de los estudiantes para resolver las tareas típicas de lectura y escritura en la universidad. En la actualidad, los avances de las tecnologías de la información y la comunicación (TIC) proveen nuevas alternativas que pueden ser aprovechadas para superar los problemas de lectoescritura. Por ello, se vuelve necesario ofrecer orientaciones sobre el modo de facilitar los aprendizajes en entornos virtuales de aprendizaje. Así, este trabajo recomienda analizar, con base en una propuesta de análisis semiótico integral, una serie de blogs y cursos online en español que apuntan al desarrollo de las habilidades de lectura y escritura de estudiantes universitarios. Consideramos que este tipo de análisis representan el primer paso para establecer criterios de buenas prácticas con TIC en el contexto universitario, en particular en el área de didáctica de la lectura y la escritura. [ABSTRACT FROM AUTHOR]