P.E.C. Programa de intervención educativa na comprensión en lingua galega: unha axuda para recordar, organizar, construír e integrar

Abstract

[Resumo] O obxectivo do traballo que aquí presentamos é deseñar un programa de comprensión lectora en lingua galega para alumnos e alumnas de 6º de Primaria, ao tempo que avaliar e comprobar a eficacia do mesmo. A través deste programa traballáronse estratexias de memoria operativa, memoria operativa a longo prazo, estratexias superestruturais, estratexias macroestruturais e de integración. No programa participaron un total de 60 alumnos/-as de 6º de Primaria dos cales a súa L1 era o galego, así como a lingua na que se encontraban escolarizados. A eficacia do programa foi avaliada en dous momentos a través das probas de postest e de demora. A segunda delas verificou o poder facilitador do adestramento. En xeral atopamos que o programa producíu un reparto na organización do recordo, así como un incremento nas probas de recordo, de recoñecemento, no uso de estratexias macroestruturais (sendo de destacar as altas porcentaxes presentadas pola macrorregla de construción) e nas estratexias de integración, onde se observou unha grande evolución na xeración de inferencias on-line.

[Abstract] The aim of this work is to design a program of reading comprehension in Galician language for children from 6º Primary Grade, at the time that to evaluate and to verify the efficiency of the enclosed one. Across this program they worked strategies of working memory, working long-term memory and, superstructural, macrostructural and integration strategies. In the program a whole of 60 took part students from 6th Primary Grade, their L1 was the Galician, as well as the language in the one that they were enrolled in school. The efficiency of the program was evaluated in two moments across the different proofs (post-est and delay). The second one of them facilitator of the instruction checked the power. In general we find that the program produced one distribution in the organization of the recollection, as well as an increase in the tests (proofs) of recollection, of recognition, in the use of macrostructural strategies (being of emphasizing the high percentages presented by the construction macrorule) and in the strategies of integration, where a big evolution was observed in the generation of inferences on-line.