Text comprehension, some basics and current advances in research
Abstract In the last decades a great deal of research in Basic and Educational Psychology has explored how people process discourse and text. Thus, today there is consensus on what happens in the mind during text processing and what kind of mental representation results from such processing. In the present paper we review research to date on the question. Specifically, we explain text comprehension, processes of text comprehension, and failures to comprehend texts. Research on text comprehension is still very alive: There remains a number of open questions. Accordingly, in the second portion of the paper we review advances in research on text comprehension, describing the new areas of research and the main findings, including reading context, learning from text, embodied meaning, and new technologies in research.
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TIPPETT, C. D. (2010) Refutation text in science education: a review of two decades of research. International Journal of Science and Mathematics Education, 8, 951-970.
VAN DIJK, T. y KINTSCH, W. (1983) Strategies of discourse comprehension. New York: Academic Press.
ZWAAN, R. A.; STANFIELD, R. A. y YAXLEY, R. H. (2002) Language comprehenders mentally represent the shapes of objects. Psychological Science, 13, 168-171.
ARIASI, N. y MASON, L. (2011) Uncovering the effect of text structure in learning from a science text: an eye-tracking study. Instructional Science, 39, 581-601.
BROUGHTON, S. H.; SINATRA, G. M. y REYNOLDS, R. E. (2010) The nature of the refutation text effect: an investigation of attention allocation. The Journal of Educational Research, 103, 407-423.
CERDÁN, R.; VIDAL-ABARCA, E.; MARTÍNEZ, T.; GILABERT, R. y GIL, L. (2009) Impact of questionanswering tasks on search processes and reading comprehension. Learning and Instruction, 19, 13-27.
COLTHEART, M. (2005) Modeling reading: The Dual Route approach. En M. J. SNOWLING y C. HULME (eds.) The science of reading: a handbook (pp. 6-23). Oxford: Blackwell publishing.
DE VEGA, M. (2005) Lenguaje, corporeidad y cerebro: Una revisión crítica. Revista Signos, 38, 157-176.
GLENBERG, A. M.; JAWORSKI, B.; RISCHAL, M. y LEVIN, J. R. (2007) What brains are for: Action, meaning, and reading comprehension. En D. MCNAMARA (ed.) Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 221-240). Mahwah, NJ: Lawrence Erlbaum Publishers.
HYÖNÄ, J.; LORCH, R. F. y KAAKINEN, J. (2002) Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44-55.
HYÖNÄ, J. y NURMINEN, A. M. (2006) Do adult readers know how they read? Evidence from eye movement patterns and verbal reports. British Journal of Educational Psychology, 97, 31-50.
KAAKINEN, J.; HYÖNÄ, J. y KEENAN, J. M. (2002) Perspective Effects on Online Text Processing. Discourse Processes, 33, 159-173.
KENDEOU, P. y VAN DEN BROEK, P. (2007) The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577.
KINTSCH, W. (1998) Comprehension: A paradigm for cognition. New York: Cambridge University Press.
MAÑÁ, A.; VIDAL-ABARCA, E.; DOMÍNGUEZ, C.; GIL, L. y CERDÁN, R. (2009) Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos. Infancia y Aprendizaje, 32, 553-565.
MOSS, J.; SCHUNN, C. D.; SCHNEIDER, W.; MCNAMARA, D. y VANLEHN, K. (2011) The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension. Neuroimage, 58, 675-686.
OECD (2011) PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). Paris: OECD.
O’REILLY, T. & MCNAMARA, D. S. (2007) Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43, 121-152.
ORRANTIA, J. y NÚÑEZ, D. (2013) Arithmetic word problem solving: evidence for a magnitude-based mental representation. Memory & Cognition, 41, 98-108.
OZURU, Y.; DEMPSEY, K. y MCNAMARA, D. S. (2009) Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning & Instruction, 19, 228-242.
POLMAN, J. L. (2004) Dialogic activity structures for project-based learning enviroments. Cognition and Instruction, 22, 431-466.
RATCLIFF, G. y MCKOON, G. (1978) Priming in item recognition: Evidence for the propositional structure of sentences. Journal of Verbal Learning and Verbal Behavior, 17, 403-417.
ROUET, J.-F. (2006) The skills of document use: from text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.
ROUET, J.-F.; ROS, C.; GOUMI, A.; MACEDO-ROUET, M. y DINET, J. (2011) The influence of surface and deep cues on primary and secondary school students’ assessment of relevance in Web menus. Learning and Instruction, 21, 205-219.
SALMERÓN, L.; KAMMERER, Y. y GARCÍA-CARRIÓN, P. (2013) Searching the Web for conflicting topics: Page and user factors. Computers in Human Behavior, 29, 2161-2171.
SÁNCHEZ, E.; GARCÍA, J. R. y ROSALES, J. (2010) La lectura en el aula. Barcelona: Graó. SÁNCHEZ, E. y GARCÍA-RODICIO, H. (2013) Using online measures to determine how learners process instructional explanations. Learning and Instruction, 26, 1-11.
SNOWLING, M. J. (2000) Dyslexia. Oxford: Blackwell Publishers.
TABAK, I. y BAUMGARTNER, E. (2004) The teacher as partner, exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22, 303-429.
TETTAMANTI, M.; BUCCINO, G.; SACCUMAN, M.; GALLESE, V.; DANNA, M. y SCIFO, P. et al. (2005) Listening to action-related sentences activates fronto-parietal motor circuits. Journal of Cognitive Neuroscience, 17, 273-281.
TIPPETT, C. D. (2010) Refutation text in science education: a review of two decades of research. International Journal of Science and Mathematics Education, 8, 951-970.
VAN DIJK, T. y KINTSCH, W. (1983) Strategies of discourse comprehension. New York: Academic Press.
ZWAAN, R. A.; STANFIELD, R. A. y YAXLEY, R. H. (2002) Language comprehenders mentally represent the shapes of objects. Psychological Science, 13, 168-171.
Sánchez Miguel, E., & García-Rodicio, H. (2015). Text comprehension, some basics and current advances in research. Aula, 20, 83–103. https://doi.org/10.14201/12563
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