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Identifying instructional mediation patterns related with progress made in reading comprehension in socio-cultural disadvantaged contexts [Identificación de patrones instruccionales de mediación relaciona-dos con progresos en comprensión lectora en contextos de desventaja so-ciocultural.]
dc.contributor.author | Mardones T. | |
dc.contributor.author | Navarro J.-J. | |
dc.contributor.author | Zamorano L. | |
dc.date.accessioned | 2020-09-02T22:22:21Z | |
dc.date.available | 2020-09-02T22:22:21Z | |
dc.date.issued | 2020 | |
dc.identifier | 10.6018/analesps.346401 | |
dc.identifier.citation | 36, 2, 283-294 | |
dc.identifier.issn | 02129728 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12728/5206 | |
dc.description | Identifying specific instructional factors related to advances ma-de in reading comprehension is essential for optimizing learning and for guiding interventions, especially in socio-cultural disadvantaged contexts or with learning difficulties. This study intends to identify efficient instructio-nal mediation patterns to explain progress made in comprehension. Eighty-two sessions-classes were systematically recorded, transcribed and analyzed, and the mediation patterns related to different reading processes were recorded. Mediation patterns were analyzed by coding and classifying contents with the Maxqdea-7 program. Nineteen categories were conside-red, which included 178 significant information units (mediation pat-terns/conducts). The sample was made up of 21 teachers and 821 students of years 3 to 8 of Basic Education in public Chilean schools from socially deprived contexts. Reading progress was measured by the standard CL-PT test, which was applied at the beginning and end of the academic year. The results identified specific significant mediation patterns of progress, espe-cially pattern M_17 (Mediation of using strategies for activating previous knowledge, and for integrating knowledge and experiences with new contents) which explained 26% of variance (r =. 55, p <. 01; adjusted R2 =. 26, F (1, 19) = 8.19, p =. 01). The educational implications of these results are discussed. © 2020: Editum. Servicio de Publicaciones de la Universidad de Murcia. Murcia (Spain). | |
dc.language.iso | en | |
dc.language.iso | es | |
dc.publisher | Universidad de Murcia Servicio de Publicaciones | |
dc.subject | Mediation patterns | |
dc.subject | Reading comprehension | |
dc.subject | Reading performance | |
dc.subject | Socio-cultural disadvantage | |
dc.subject | Teaching patterns | |
dc.title | Identifying instructional mediation patterns related with progress made in reading comprehension in socio-cultural disadvantaged contexts [Identificación de patrones instruccionales de mediación relaciona-dos con progresos en comprensión lectora en contextos de desventaja so-ciocultural.] | |
dc.type | Article |