2013, Number 2
<< Back Next >>
Rev Elec Psic Izt 2013; 16 (2)
Reading comprehension as generic competence
Guevara BY, Guerra GJ
Language: Spanish
References: 24
Page: 319-339
PDF size: 214.23 Kb.
ABSTRACT
This paper makes a review of the study of generic competences - especially those that used in higher education - and distinguish it those that relate to employment, of the capacities of the students that make possible them the transfer of learning. As an example of the latter, it mentions reading comprehension and it describes some motivational aspects, strategies, techniques, features and programs to help promote it. Finally, it is considered need other competences that can function as "social tools" contributing in the student to better academic and professional development.
REFERENCES
Backhoff, E. E., Andrade, M. E. I., Sánchez, M. A. y Peón, Z. M. (2008). Estudio comparativo del aprendizaje en sexto de primaria en México 2005- 2007: Español y Matemáticas. Instituto Nacional para la Evaluación de la Educación. México.
Billing, D. (2003). Generic cognitive abilities in higher education: An international analysis of skills sought by stakeholders. Compare, 33 (3), 335-350.
Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203–221.
Carpio, R. C., Díaz, S. L., Ibáñez, B. C., y Obregón, S. F. (2007). Aprendizaje de competencias profesionales en Psicología: Un modelo para la planeación curricular en la educación superior. Enseñanza e Investigación en Psicología, 12 (1), 27-34.
Çubukçu, F. (2008) How to enhance reading comprehension through metacognitive strategies. The Journal of International Social Research, 1 (2), 83-93.
Fenollar, P., Román, S., y Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873-891.
Garner, R. (1990). When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings. Review of Educational Research, 60 (4), 517-529.
Gilbert, R., Balatti, J., Turner, P., y Whitehouse, H. (2004). The generic skills debate in research higher degrees. Higher Education Research y Development, 23 (3), 375-388.
Kreber, C. (1998). The Relationships between Self-directed Learning, Critical Thinking, and Psychological Type, and some Implications for Teaching in Higher Education. Studies in Higher Education, 23 (1), 71-86.
López, S. A. D. (2007). Establecimiento de una metaestrategia de aprendizaje en la formación del psicólogo. Enseñanza e Investigación en Psicología, 12 (1), 51-63.
Maclellan, E. (1997). Reading to learn. Studies in Higher Education, 22 (3), 277- 288.
Macotela, S. (2007). Replanteando la formación de Psicólogos: Un análisis de problemas y algunas alternativas de solución. Enseñanza e Investigación en Psicología, 12, 15-25.
Organización para la Cooperación y el Desarrollo Económico (OECD) (2007). Primer informe de evaluación PISA 2006. ISEI-IVEI.
Oliver, K. (2009). An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts. Journal of Science Education y Technology, 18, 402–414.
O’ Reilly, T. y McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement. American Educational Research Journal, 44 (1), 161-196.
Pani, S. (2006). Reading strategy instruction through mental modelling. ELT Journal, 58 (4), 355-362.
Quintana, P. M., Raccoursier, S. M., Sánchez, G. A., Sidler, V. H. y Toirkens, N. J. (2007). Competencias transversales para el aprendizaje en estudiantes universitarios. Revista Iberoamericana de Educación, 44, 1-6.
Santoyo, C. y Villarreal, G. (2010). Habilidades metodológicas y conceptuales: origen, estrategia y desarrollo de un modelo para la lectura estratégica, en C. Carpio (coordinador). Comportamiento creativo en estudiantes universitarios. Lectura, escritura y promoción (pp. 3-21). México: Universidad Nacional Autónoma de México. FES Iztacala.
Silva, V. H. (2011). Análisis de algunas relaciones de transferencia entre el aprendizaje de habilidades didácticas y el aprendizaje de habilidades científicas. Tesis inédita de doctorado. México: Universidad Nacional Autónoma de México.
Silvers, G. V., Kreiner, D. S. y Natz-González, A. (2009). Harmful effects of preexisting inappropriate highlighting on reading comprehension and metacognitive accuracy. The Journal of General Psychology, 136 (3), 287–300.
Taboada, A., Tonks, S. M., Wigfield, A. y Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Read Write, 22, 85–106.
Walter, C. (2004). Transfer of Reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory. Applied linguistics, 25 (3), 315-339.
Wang, D. (2009). Factors affecting the comprehension of global and local main idea. Journal of College Reading and Learning, 39 (2), 34-51.
Washer, P. (2007). Revisiting key skills: A practical framework for higher education. Quality in Higher Education, 13 (1), 57-67.