Text comprehension is one of the most complex sociocognitive tasks, as well as a fundamental ability in our society today (Parodi & Julio, 2020), especially in professional and academic practice communities (Hyland, 2012), where reading becomes a way to access, acquire, construct knowledge and join specific communities (Wineburg, 1998; Yore, Bisanz & Hand, 2013). The aim of this article is to delve into the process of comprehending academic and disciplinary texts. In order to carry out this work, theoretical proposals and models about specialized discourse comprehension will be analyzed, such as Kintsch (1998), la Escuela Lingüística de Valparaíso (Parodi, 2005; 2014; Ibáñez, 2007; 2008; Parodi, Peronard & Ibáñez, 2010), McNamara (2004), McNamara & Kintsch (1996), Goldman, Braasch, Wiley, Graesser & Brodowinska (2012). In this way, the aim is to contribute to the state of the art to understand what is to comprehend texts in the disciplines and to show its process.
|Título traducido de la contribución||Reading in and across disciplines: comprehension of written academic texts. Exploring the field from some comprehension theories and models of written discourse|
|Número de páginas||33|
|Publicación||Investigaciones sobre Lectura|
|Estado||Publicada - 2020|
|Publicado de forma externa||Sí|
Nota bibliográficaPublisher Copyright:
© 2020, Asociacion Espanola de Comprension Lectora. All rights reserved.
- Written discourse comprehension
- academic discourse
- discourse genres
- inferential capacity
- learning from the text and from different sources