Cognitive Processes and Reading Comprehension of Expository Texts in Chilean Secondary Students
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| Title: | Cognitive Processes and Reading Comprehension of Expository Texts in Chilean Secondary Students |
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| Language: | English |
| Authors: | Bizama, Marcela (ORCID |
| Source: | Electronic Journal of Research in Educational Psychology. 2023 21(59):125-146. |
| Availability: | University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Foreign Countries, Secondary School Students, Reading Comprehension, Cognitive Processes, Expository Writing, Grade 9, Intelligence, Attention, Logical Thinking, Spatial Ability, Predictor Variables, Relationship, Thinking Skills |
| Geographic Terms: | Chile |
| ISSN: | 1699-5880 1696-2095 |
| Abstract: | Introduction: There is a variety of literature regarding reading development in its acquisitional stages, and also regarding reading disabilities that appear in early childhood. However, from the cognitive point of view, there has been less study of reading comprehension in secondary students. The principal aim of this study was to analyze the development of fluid intelligence, attention, inductive reasoning, deductive reasoning, and spatial reasoning, and determine their impact on reading comprehension of expository texts in Chilean ninth-grade students. Method: A descriptive cross-sectional design was used, including predictive correlations. The sample included 99 students of both sexes, from three different grades, whose ages ranged from 14 to 16 years. We took standardized measures of fluid intelligence, attention, inductive reasoning, deductive reasoning, spatial reasoning, and reading comprehension. We carried out descriptive analyses of the study variables, a correlational study, and multiple regression analysis to determine the predictive variables. Results: The results show statistically significant relationships between inductive reasoning and reading comprehension of expository texts, as well as between attention, as an executive function, and reading comprehension of this type of text. Discussion and conclusions: Pedagogical and psychopedgagocial implications were drawn from these results, namely, the importance of enhancing inductive reasoning and attention capacity in secondary school students in order to promote reading comprehension of expository texts. [The publication year (2022) shown on the PDF is incorrect. The correct year of publication is 2023.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://ojs.ual.es/ojs/index.php/EJREP/article/view/5180/7833 |
| Accession Number: | EJ1386547 |
| Database: | ERIC |
| Abstract: | Introduction: There is a variety of literature regarding reading development in its acquisitional stages, and also regarding reading disabilities that appear in early childhood. However, from the cognitive point of view, there has been less study of reading comprehension in secondary students. The principal aim of this study was to analyze the development of fluid intelligence, attention, inductive reasoning, deductive reasoning, and spatial reasoning, and determine their impact on reading comprehension of expository texts in Chilean ninth-grade students. Method: A descriptive cross-sectional design was used, including predictive correlations. The sample included 99 students of both sexes, from three different grades, whose ages ranged from 14 to 16 years. We took standardized measures of fluid intelligence, attention, inductive reasoning, deductive reasoning, spatial reasoning, and reading comprehension. We carried out descriptive analyses of the study variables, a correlational study, and multiple regression analysis to determine the predictive variables. Results: The results show statistically significant relationships between inductive reasoning and reading comprehension of expository texts, as well as between attention, as an executive function, and reading comprehension of this type of text. Discussion and conclusions: Pedagogical and psychopedgagocial implications were drawn from these results, namely, the importance of enhancing inductive reasoning and attention capacity in secondary school students in order to promote reading comprehension of expository texts. [The publication year (2022) shown on the PDF is incorrect. The correct year of publication is 2023.] |
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| ISSN: | 1699-5880 1696-2095 |
