RT info:eu-repo/semantics/doctoralThesis
T1 Estudio psicolingüístico contrastivo de programas instruccionales para la comprensión lectora en español  L1 / inglés L2
A1 Dionisio Murakami, Mabel Noriko
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Lingüística
K1 Reading comprehension
K1 Comprensión lectora
K1 SOAR
K1 SQ3R
K1 5 Lingüística
AB This work seeks to raise awareness of the importance of reading comprehension in the teaching and learning process and to contrast two instructional programs, SQ3R (Survey, Question, Read, Recite, Review) and SOAR (Selection, Organization, Association, Regulation), which use different cognitive and metacognitive strategies to understand texts. The first part of the thesis corresponds to the theoretical framework that includes reading comprehension and reading competence, psycholinguistic models and different levels of reading comprehension, types of text, reading comprehension strategies, and the existing of  instructional programs. The second part includes an experimental study in which two instructional programs are applied to three different samples. Data collection was carried out through tests based on Barret's (1967) taxonomy, which include literal, inferential, critical, and appreciation questions, in addition to the fulfilment of three opinion surveys about reading comprehension. When students use cognitive and metacognitive strategies when reading by means of both instructional programs, excellent reading comprehension results are achieved, being the SOAR technique the most highly valued by two groups of students. Research confirms that in comprehension tasks, the use of reading strategies is important for achieving better academic results.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/80831
UL https://uvadoc.uva.es/handle/10324/80831
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 12-ene-2026