Precisión y aspectos prosódicos en la lectura en voz alta en adolescentes

Abstract

Antecedentes: la fluidez lectora se define como una lectura rápida, sin errores y con la entonación adecuada, lo que se refleja en la comprensión lectora. La fluidez debería estar consolidada en el nivel secundario. Objetivo: presentar los resultados obtenidos al aplicar una escala subjetiva de fluidez diseñada ad hoc que contempla medidas de precisión y expresividad lectora. Método: una muestra de 39 estudiantes de 1.er año de nivel secundario respondió una tarea de lectura en voz alta y comprensión de dos textos expositivos (1 y 2), uno con puntuación (condición A) y otro sin puntuación (condición B) que fueron administrados de modo contrabalanceado. Resultados: se comparó el rendimiento en fluidez según la condición de presentación de los textos (A y B), se realizó un análisis percentilar y nueve análisis de varianza mixto, considerando como variable independiente intersujeto la condición de fluidez (fluido vs. no fluido), como variable independiente intrasujeto la condición de puntuación del texto (sin vs. con puntuación) y como variables dependientes las medidas contempladas en la escala. Conclusiones: los resultados permiten diferenciar entre estudiantes fluidos y no fluidos e indican que estos grupos se diferencian en relación con los aspectos prosódicos o expresivos al leer. Background: Reading fluency is the ability to read fast, accurate and with proper expression as well as comprehending what is read. This ability is expected to be a consolidated in High School. Main goal: The aim of this research is to show the results obtained when a Reading fluency scale designed ad hoc that includes aspects related to accuracy and prosodic was applied. Method: A sample of 39 students in the 1st year of secondary school responded to a reading aloud and comprehension task of two expository texts (1 and 2), one with punctuation (condition A) and one without punctuation (condition B), which were administered in a counterbalanced manner. Results: Fluency performance was compared according to the presentation condition of the texts (A and B), a percentile analysis and nine mixed variance analyses were performed, considering as an independent intersubject variable the fluency condition (fluent vs. non-fluent), as the intrasubject independent variable was the text punctuation condition (without vs. with punctuation) and as dependent variables the measures contemplated in the scale. Conclusions: The results show that fluent and non-fluent students show differences in prosodic aspects values.Background: Reading fluency is the ability to read fast,accurate and with proper expression as well ascomprehending what is read. This ability is expected tobe a consolidated in High School. Main goal: The aim ofthis research is to show the results obtained when aReading fluency scale designed ad hoc that includesaspects related to accuracy and prosodic was applied.Method: A sample of 39 students in the 1st year ofsecondary school responded to a reading aloud andcomprehension task of two expository texts (1 and 2), onewith punctuation (condition A) and one withoutpunctuation (condition B), which were administered in acounterbalanced manner. Results: Fluency performancewas compared according to the presentation condition ofthe texts (A and B), a percentile analysis and nine mixedvariance analyses were performed, considering as anindependent intersubject variable the fluency condition(fluent vs. non-fluent), as the intrasubject independentvariable was the text punctuation condition (without vs.with punctuation) and as dependent variables the measurescontemplated in the scale. Conclusions: The results showthat fluent and non-fluent students show differences inprosodic aspects values.