El papel de las modalidades de recepción y producción en la comprensión del discurso: Un estudio sobre sus interacciones en alumnado de Educación Primaria
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Resumen
El objetivo de este trabajo es estudiar el papel que desempeñan las modalidades de recepción (escucha/lectura) y de producción (habla/escritura) del lenguaje en niños de 3º de Primaria, 49 niñas y 49 niños, (media de edad: 8.2 años). Se utilizaron dos tipos de medida: el análisis microproposicional del texto y el análisis de gramática de cuentos. En el análisis microproposicional, los resultados mostraron diferencias significativas y las interacciones tanto entre las condiciones de recepción (escucha y lectura) como en las de producción (habla y escritura). La comunicación oral (escuchar y hablar) facilitó la identificación de las ideas principales (se generaron más macrorreglas), mientras que la comunicación escrita (lectura y escritura) facilitó las estrategias memorísticas (recuerdo literal). Por su parte, los análisis a partir de la gramática de historias no mostraron diferencias significativas entre las modalidades ni interacciones entre ellas: la organización estructural y el tipo de proposiciones recordaron fueron muy similares en las cuatro condiciones.
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