Evaluación de los procesos cognitivos de la lectura a través del SICOLE-R-Primaria en niños que cursan la educación primaria: un estudio transversal. (Spanish)

Title:
Evaluación de los procesos cognitivos de la lectura a través del SICOLE-R-Primaria en niños que cursan la educación primaria: un estudio transversal. (Spanish)
Author(s): 
Zavala Berbena, Ma Alicia1; Valadez Sierra, Ma de Los Dolores1; Méndez Puga, Ana Ma1; Jiménez, Juan1; Gómez-Pérez, Ma Angela1
Journal: 
Revista de Psicologéa de la Educación
Publication Year: 
2011
Submission Date:
January 20, 2017
Abstract: 
The main objective of this study was to evaluate the cognitive processes of reading through a SICOLE-R-Primary in children attending primary school. Software tool was used Sicole-R-Primary (Jiménez et al, 2007) that has various assessment tasks by various means such as images, sounds, and text. They are grouped into different modules: word recognition, lexical processing, syntactic processing and semantic. We selected a population of 685 children / as who were in second through sixth years (7-12 years) in three public and two private schools in the Metropolitan Zone of Guadalajara, Jalisco, Mexico. It was found in the intelligence quotient (IQ) formed by grade and type of school, there are significant differences in them, and for the interaction of school type and grade. Lexical processing in the IC and grade has a significant effect on accuracy in reading words and pseudowords. In word reading latency no significant differences between grades except third and fourth, fourth and fifth, fifth and sixth and pseudoword reading, there were no significant differences in third with fourth and fifth, and fifth to sixth. There are no noticeable differences in lexical reading processes of words between public and private schools. In syntactic processing, the effect of grade level and CI interaction is not significant for gender, number, order, function, structure, grammar and punctuation. In semantic processing, the effect of grade level and CI interaction is not significant for reading comprehension. (English) [ABSTRACT FROM AUTHOR]
Topic: 
Assessment of reading/writing
Methodology: 
Quantitative
Sub-Methodology (quantitative): 
Non-Intervention
Location of Study: 
North America
Mexico
Document Language: 
English
Type of Document: 
Journal Article

Citation:

  • Gómez-Pérez, M. A., de los Dolores Valadez Sierra, M., Jiménez Gonzalez, Méndez Puga, A. M, & Zavala Berbena, M . A. (2011). Evaluación de los procesos cognitivos de la lectura a través del SICOLE-R-Primaria en niños que cursan la educación primaria: un estudio transversal. (Spanish). Revista de Psicologéa de la Educación, 6 121-138. Retrieved from http://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=16999517&AN=82669462&h=1Czxf1hKOI3S%2bYNM9Fv%2fYWTADokIeiV7FQHwR8kOuB5FIfIt9LX7FWfVBi2T%2bfBUD%2f%2b5nqPlgtKvht%2b8AueDxw%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d16999517%26AN%3d82669462