REVISTA: Anales de psicología
ISSN: 0212-9728, 1695-2294
AÑO DE PUBLICACIÓN: 2024
TÍTULO DEL EJEMPLAR: May – September
VOLUMEN: 40
NÚMERO: 2
PÁGINAS: 254-264
AUTORES:
Rodríguez-Málaga, Lucía
Rodríguez, Celestino
González-Sánchez, Lorena
Areces, Débora
Cueli, Marisol
RESUMEN:
Antecedentes. Utilizando el programa de Instrucción de la Autorregulación Cognitiva aplicado a la escritura (CSRI) se implementó la instrucción centrada en la estrategia con tres componentes instructivos: Enseñanza Directa, Modelado y Práctica entre iguales. El objetivo de este estudio consiste en comprobar si la instrucción centrada en la estrategia conducía a la transferencia espontánea de estrategias de escritura a un género textual no instruido (texto de opinión), así como examinar si el orden de los componentes tenía algún efecto. Método. Participaron 126 estudiantes de cuarto de educación primaria que se asignaron aleatoriamente a dos condiciones experimentales que diferían en el orden en que se implementaban los componentes instructivos. Además, se incluyó una condición de control con enseñanza tradicional. El rendimiento en la escritura se midió mediante tareas de escritura de textos de opinión, evaluadas mediante el procedimiento de texto de anclaje (Coherencia, Estructura y Calidad). Resultados. Ambas secuencias CSRI mostraron diferencias estadísticamente significativas en cuanto a estructura y coherencia en el texto de opinión. Conclusiones. La aplicación del programa CSRI supone mejoras en el género textual no instruido (texto de opinión).
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