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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.authorMardones T.
dc.contributor.authorNavarro J.-J.
dc.contributor.authorZamorano L.
dc.date.accessioned2020-09-02T22:22:21Z
dc.date.available2020-09-02T22:22:21Z
dc.date.issued2020
dc.identifier10.6018/analesps.346401
dc.identifier.citation36, 2, 283-294
dc.identifier.issn02129728
dc.identifier.urihttps://hdl.handle.net/20.500.12728/5206
dc.descriptionIdentifying 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.isoen
dc.language.isoes
dc.publisherUniversidad de Murcia Servicio de Publicaciones
dc.subjectMediation patterns
dc.subjectReading comprehension
dc.subjectReading performance
dc.subjectSocio-cultural disadvantage
dc.subjectTeaching patterns
dc.titleIdentifying 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.typeArticle


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