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Background: We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods: Eleven‐ to 12‐year‐old US monolingual English speakers (N = 71) and Spanish‐English bilinguals (N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question‐answering times and sentence reading times. Results: Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question‐answering and sentence processing times were associated with higher knowledge. Conclusions: Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.

The study aimed at examining the links between reading comprehension and the most commonly observed language and reading skills in literature: prosody, vocabulary, grammar, listening comprehension, reading accuracy and reading speed. Specifically, objectives were 1) to determine how selected linguistic and reading skills influence textual comprehension; 2) to establish whether this influence varies when comparing second and third grade students and 3) to observe whether the impact of the selected skills varies depending on the type of text (narrative or expository). The final sample consisted of 297 children (136 second graders and 161 third graders) belonging to two private schools from Santiago, Chile. Results showed that the relationship between reading comprehension and the measured skills varies according to grade (smaller effect in 2nd grade) and type of text (smaller effect for narrative texts). In general, vocabulary and listening comprehension were the two skills most influencing reading comprehension. No relevant effects of reading accuracy or speed on reading comprehension were observed. t is concluded that, once a certain basic reading proficiency is reached, the skills that most influence reading comprehension are linguistic skills and that, in the third grade, these show a consolidation possibly related to cognitive maturation., El presente estudio se propuso examinar la comprensión lectora en relación con las habilidades lingüísticas y lectoras habitualmente observadas en la literatura: prosodia, vocabulario, gramática, comprensión oral, exactitud y velocidad lectora. En particular, se buscó 1) determinar de qué manera influyen las habilidades lingüísticas y lectoras seleccionadas en la comprensión textual; 2) establecer si esta influencia varía al comparar estudiantes de 2º y 3er grado y 3) observar si el impacto de las habilidades seleccionadas difiere en función del tipo de texto (narrativo o expositivo). La muestra final estuvo compuesta por 297 niños de 2o y 3er grado (136 y 161 respectivamente) pertenecientes a dos colegios particulares de Santiago de Chile. Los resultados mostraron que la influencia de las habilidades medidas en la comprensión lectora varía en función del nivel escolar (efecto menor en 2º grado) y del tipo de texto (efecto menor para textos narrativos). De manera general, vocabulario y comprensión oral fueron las dos habilidades con más influencia sobre la comprensión lectora. No se observó ningún efecto relevante de la exactitud lectora ni de la velocidad sobre la comprensión. Se concluye que, una vez alcanzado cierto dominio lector básico, las habilidades que más más influyen en la lectura comprensiva son las habilidades lingüísticas y que, en el tercer grado, estas muestran una consolidación posiblemente relacionada con una maduración cognitiva.

Since writing is a skill in high demand in academic and scientific contexts, the objective of this research was to determine the influence of a writing program on the ability to write an academic expository text by undergraduate university students. The program was elaborated from a didactic model of writing, proposed by the same author. The type of research is applied, with a quantitative approach, and follows a pre-experimental design. The sample consisted of 176 students in the first cycle of four professional programs or careers. Data collection was carried out by means of a rubric that demanded the writing of an academic expository text. The results showed that the program based on the didactic model significantly improved the writing competence of university students, by means of the Kruskal-Wallis statistical test, with a p value of 0.000 (p<0.05)., Debido que la escritura es una habilidad de alta demanda en los contextos académicos y científicos, el objetivo de esta investigación fue determinar la influencia de un programa de escritura en la capacidad para escribir un texto expositivo académico por parte de estudiantes universitarios del primer ciclo. El programa se elaboró a partir de un modelo didáctico de escritura, propuesto por el mismo autor. El tipo de investigación es aplicada, con enfoque cuantitativo, y sigue un diseño preexperimental. La muestra estuvo conformada por 176 estudiantes del primer ciclo de cuatro programas o carreras profesionales. La recolección de datos se realizó mediante una rúbrica que demandó la redacción de un texto expositivo académico. Los resultados demostraron que el programa basado en el modelo didáctico mejoró significativamente la competencia escritural de los estudiantes universitarios, mediante la prueba estadística de Kruskal-Wallis, con un p valor de 0,000 (p<0,05).

[Abstract] During the early grades of primary school, texts are mainly narrative and focus on technical aspects such as decoding words and understanding simple syntax. However, from 4th grade onwards, texts become increasingly more difficult and expository texts become the main source of knowledge from which children will have to extract and learn new information while creating their mental model. This article examined the influences of two main text characteristics: text genre and level of representation (text base and mental model), in the reading comprehension scores of 313 Spanish primary school children aged 8 to 11 to study the relationship between these variables as well as the differences between grades. Comprehension of each text genre was assessed through a validated multiple-choice questionnaire and each variable was compared through a series of correlational methods, such as Pearson s correlation, Spearman s rho and ANOVAs. The results showed that all grades obtained significant higher scores on the text base than the mental model but only the expository texts exhibited better results when passing from 4th to 5th and 6th grade. This study provides findings that may contribute to the topic of literacy education during primary school., [Resumen] Durante los primeros cursos de primaria, los textos son principalmente narrativos y se centran en aspectos técnicos como la decodificación y la comprensión de sintaxis simple. Sin embargo, a partir de 4º curso, los textos se vuelven cada vez más difíciles y los expositivos se convierten en la principal fuente de conocimiento a partir de la cual los estudiantes tendrán que extraer y aprender nueva información mientras crean su modelo mental. El presente artículo se centra en examinar las influencias de dos características principales de cualquier texto: el género textual y el nivel de representación (base textual y modelo mental) en las puntuaciones obtenidas en las pruebas de comprensión lectora de 313 estudiantes españoles de educación primaria con edades entre 8 y 11 años para averiguar la relación existente entre estas variables, así como las diferencias entre cursos. La comprensión de cada género textual se evaluó mediante un cuestionario de opción múltiple y cada variable se comparó mediante una serie de métodos correlacionales (correlación de Pearson, rho de Spearman y ANOVAs). Los resultados muestran que todos los cursos obtuvieron puntuaciones significativamente más altas en la base textual que en el modelo mental, pero solo se apreciaron mejores resultados con el paso de 4º a 5º y 6º curso en los textos expositivos. Los hallazgos de este estudio suponen una contribución relevante para la alfabetización en la educación primaria.

This study examined the effect of including seductive details in an expository-structured scientific text. 66 low prior-knowledge students read the text without a seductive detail, or with an interesting biographic detail. Interestingness associated to the materials was pre-tested in a preliminary study. Post-reading memory (text recall and literal sentences verification task), comprehension (inferred sentences verification task), and synthesis capacity (title selection) were collected. Results revealed that the condition that read the biographic detail showed the poorest recall and the highest error rate in the verification of sentences related to the text segments adjacent to the detail. These results are interpreted considering the deviated integration hypothesis., Se estudió el efecto de incluir detalles biográficos seductores en un texto expositivo de ciencias. 66 estudiantes con bajo conocimiento sobre el tema leyeron el texto sin detalle seductor o con una anécdota biográfica interesante. El interés asociado a los materiales fue examinado en un estudio preliminar. Se recolectaron medidas de retención (recuerdo del texto y verificación de afirmaciones literales), comprensión (verificación de afirmaciones inferidas) y síntesis del texto (selección de un título). Los resultados indicaron que la condición que recibió el detalle biográfico tuvo más dificultades para recordar los contenidos y para contestar afirmaciones de la sección del texto próxima al detalle. Estos resultados son interpretados a la luz de la hipótesis de la integración desviada.

This text narrates the writing experience of an academic text (paper) written by the students ofthe fourth semester of the Bachelor of Secondary Education with Specialty in Spanish of the Benemérita and Centenaria Escuela Normal del Estado de San Luis Potosí, generations 2015 and 2017. Conducted under a qualitative approach by means of semistructured interviews, students are asked about the written composition process followed by the students’ difficulties in preparing the paper they presented at the XII Latin American Congress for the Development of Reading and Writing in Puebla, and in the V Reading Seminar in the University carried out in the city of Tlaxcala. It is concluded that the writing processfavors the production of texts and the peer review allows to improve those productions in the same wayby reconfiguring the concept of writing as a process. Normal school students understood that in order to producing a text it is necessary to develop cognitive skills, starting from reading, searching, analyzing, interpreting, synthesizing information, as well as the knowledge of the textual superstructure and grammatical domain that are required when writing a text. It is concluded that developing a writing competence is a process that requires time., En este artículo se narra la experiencia de escritura de un texto académico (ponencia) por los estudiantes del cuarto semestre de la Licenciatura en Educación Secundaria con Especialidad en Español de la Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí (México) de las generaciones 2015 y 2017. Desde un enfoque cualitativo, mediante entrevistas semiestructuradas se indaga sobre el proceso de composición escrita que siguieron los alumnos y las dificultades que estos afrontaron en la elaboración de una ponencia que presentaron en el XII Congreso Latinoamericano para el Desarrollo de la Lectura y Escritura, realizado en Puebla, y el V Seminario de Lectura en la Universidad, llevado a cabo en la ciudad de Tlaxcala. Se concluye que el proceso de composición escrita favorece la producción de textos, y la revisión entre pares permite mejorar tal producción. De igual manera, al reconfigurar el concepto de escritura como proceso, los estudiantes normalistas comprendieron que para producir un escrito es necesario desarrollar habilidades cognitivas, que inician en la lectura y se despliegan en la búsqueda, el análisis, la interpretación, la síntesis de la información, así como en el conocimiento de la superestructura textual y el dominio gramatical requeridos para tal fin. Asimismo, comprendieron que el desarrollo de competencias para la escritura es un proceso que requiere tiempo.

This paper, which focuses on the journalistic translation in the Spanish-Arabic language combination, the researchers deal with this issue from two perspectives. First, the work provides an overview of the translation of the newspaper article, the framework regulating this field of translation and journalistic genres, both argumentative and expository, focusing on the practical part of the latter. In the second part we will study, analyze and apply specific techniques of journalistic translation (expansion, compression and omission). The case study targets two international news agencies (AFP and Reuters) and the BBC news that have solid services and professional staff translators., En el presente trabajo, centrado en la traducción periodística español- árabe, abordaremos esta cuestión desde dos puntos de vista. En la primera parte, ofreceremos una visión general de la traducción del texto periodístico y los géneros periodísticos, tanto argumentativos como expositivos, y nos centraremos en estos últimos para nuestro trabajo de campo. En la segunda parte, analizaremos y aplicaremos las técnicas específicas de traducción periodística al corpus escogido. El estudio del caso tendrá como objetivo tres medios de comunicación: las agencias de noticias AFP y Reuters y la cadena británica BBC. Todos ellos cuentan con servicios de noticias en lengua árabe y española.

This paper, which focuses on the journalistic translation in the Spanish-Arabic language combination, the researchers deal with this issue from two perspectives. First, the work provides an overview of the translation of the newspaper article, the framework regulating this field of translation and journalistic genres, both argumentative and expository, focusing on the practical part of the latter. In the second part we will study, analyze and apply specific techniques of journalistic translation (expansion, compression and omission). The case study targets two international news agencies (AFP and Reuters) and the BBC news that have solid services and professional staff translators., En el presente trabajo, centrado en la traducción periodística español- árabe, abordaremos esta cuestión desde dos puntos de vista. En la primera parte, ofreceremos una visión general de la traducción del texto periodístico y los géneros periodísticos, tanto argumentativos como expositivos, y nos centraremos en estos últimos para nuestro trabajo de campo. En la segunda parte, analizaremos y aplicaremos las técnicas específicas de traducción periodística al corpus escogido. El estudio del caso tendrá como objetivo tres medios de comunicación: las agencias de noticias AFP y Reuters y la cadena británica BBC. Todos ellos cuentan con servicios de noticias en lengua árabe y española.

This paper, which focuses on the journalistic translation in the Spanish-Arabic language combination, the researchers deal with this issue from two perspectives. First, the work provides an overview of the translation of the newspaper article, the framework regulating this field of translation and journalistic genres, both argumentative and expository, focusing on the practical part of the latter. In the second part we will study, analyze and apply specific techniques of journalistic translation (expansion, compression and omission). The case study targets two international news agencies (AFP and Reuters) and the BBC news that have solid services and professional staff translators., En el presente trabajo, centrado en la traducción periodística español- árabe, abordaremos esta cuestión desde dos puntos de vista. En la primera parte, ofreceremos una visión general de la traducción del texto periodístico y los géneros periodísticos, tanto argumentativos como expositivos, y nos centraremos en estos últimos para nuestro trabajo de campo. En la segunda parte, analizaremos y aplicaremos las técnicas específicas de traducción periodística al corpus escogido. El estudio del caso tendrá como objetivo tres medios de comunicación: las agencias de noticias AFP y Reuters y la cadena británica BBC. Todos ellos cuentan con servicios de noticias en lengua árabe y española.

This paper, which focuses on the journalistic translation in the Spanish-Arabic language combination, the researchers deal with this issue from two perspectives. First, the work provides an overview of the translation of the newspaper article, the framework regulating this field of translation and journalistic genres, both argumentative and expository, focusing on the practical part of the latter. In the second part we will study, analyze and apply specific techniques of journalistic translation (expansion, compression and omission). The case study targets two international news agencies (AFP and Reuters) and the BBC news that have solid services and professional staff translators., En el presente trabajo, centrado en la traducción periodística español- árabe, abordaremos esta cuestión desde dos puntos de vista. En la primera parte, ofreceremos una visión general de la traducción del texto periodístico y los géneros periodísticos, tanto argumentativos como expositivos, y nos centraremos en estos últimos para nuestro trabajo de campo. En la segunda parte, analizaremos y aplicaremos las técnicas específicas de traducción periodística al corpus escogido. El estudio del caso tendrá como objetivo tres medios de comunicación: las agencias de noticias AFP y Reuters y la cadena británica BBC. Todos ellos cuentan con servicios de noticias en lengua árabe y española.

This article presents a research study conducted as a requirement for the Masters in Applied Linguistics degree off ered at Pontifi cia Universidad Católica Madre y Maestra (PUCMM). The study was conducted with a group of fi rst and fourth years students of the Philosophy Program also off ered in PUCMM. In that study the modes of organization that hinder students’ reading comprehension competency were analyzed. The strategy used to assess that competency was the summary. The conceptual framework considered in the study included the expository text and its modes of organization, Meyer’s theory on the relationship of text structure and reading comprehension, and Van Dijk’s theoretical principles on using macro rules to write a summary. In this paper only the results obtained from the fourth year students are presented. This study was intended to contribute to the Dominican education in seeking to improve students’ reading comprehension competency and therefore the quality of education., Este artículo se deriva de una investigación realizada con estudiantes de primer y cuarto años de Filosofía realizada en el marco de la Maestría en Lingüística Aplicada en la Pontifi cia Universidad Católica Madre y Maestra. En ese estudio se analizaron los modos de organización que difi cultan más la comprensión escrita utilizando el resumen como estrategia para valorar dicha competencia. Se fundamenta conceptualmente en el texto expositivo y sus modos de organización y en la teoría de Meyer sobre la relación de la estructura textual con la comprensión lectora. También se basa en los principios teóricos de Van Dijk sobre el uso de las macrorreglas para elaborar el resumen. En el presente trabajo se presentan solo los resultados obtenidos por los estudiantes de cuarto año. Con este estudio se pretendió aportar a la educación dominicana en la búsqueda de mejorar la comprensión escrita de los estudiantes y, por ende, de la calidad educativa.

This study examined an aspect of adolescent writing development, specifically whether teaching secondary school students to use strategies to enhance succinctness in their essays changed the grammatical sophistication of their sentences. A quasi-experimental intervention was used to compare changes in syntactic complexity and lexical density between one-draft and polished essays. No link was demonstrated between the intervention and the changes. A thematic analysis of teacher interviews explored links between changes to student texts and teaching approaches. The study has implications for making syntactic complexity an explicit goal of student drafting.

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group (n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students’ entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw’s (1998) strategy evaluation matrix, to enhance students’ comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science ach

The aim of this research was to examine Turkish pre-service teachers` knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and middle content classrooms (for example, science, social studies and Turkish language arts) teaching professions. A teacher efficacy inventory and a knowledge test about using expository text were developed and administered to the pre-service teachers in a public university in Turkey. The research findings showed that there was a small but positive correlation between the pre-service teachers` self-efficacy beliefs scores and the knowledge test scores in spite of the small correlation coefficient between the two variables. In addition, the pre-service teachers rated their self-efficacy beliefs as efficacious in using expository texts in their future classrooms. They also identified themselves as having medium level knowledge about use of expository text. Results indicated that while there was not any significant difference regarding pre-service teachers` perceived self-efficacy mean scores in terms of gender, the pre-service teachers` knowledge mean scores about using expository text differed from each other according to gender. Moreover, findings revealed that the pre-service teachers` perceived self efficacy beliefs and knowledge varied significantly from each other according to their training programs. The pre-service teachers` knowledge had significant differences among course years, in contrast to this, their perceived-self efficacy beliefs did not differ from each other according to course year. Additionally, the interaction between course year and training programs had significant effect on the teachers` perceived self-efficacy beliefs and knowledge about using expository text.

Expository Text Comprehension: Prior Knowledge and Working Memory. This paper examines the comprehension of general and disciplinary expository texts as a function of previous domain-specific knowledge, and working memory capacity. Novices or experts in psychology topics read a general expository text and a disciplinary expository text. Two measures of comprehension were collected: the production of a summary, and the response to multiple-choice questions. Working memory capacity was measured with the Reading Span Task. Results indicated better performance from experts on the disciplinary text. No differences were found on the general text, or as a function of working memory, except for expert readers in disciplinary texts. These results support the hypothesis that previous domain-specific knowledge is a key factor in differences in text comprehension, in comparison with the working memory capacity hypothesis., El objetivo del presente trabajo es estudiar la influencia del conocimiento previo específico de dominio y de la memoria de trabajo en la comprensión de textos expositivos generales y textos expositivos disciplinares. Para ello se administraron a lectores novatos y expertos dos textos: expositivo divulgativo y expositivo especializado, comparando la realización de un resumen y las respuestas a preguntas como medidas de comprensión lectora. A los participantes de ambos grupos se les administró la Tarea de Amplitud de Lectura para medir la capacidad de memoria de trabajo. Los resultados mostraron un mejor rendimiento de los lectores con alto conocimiento previo en la comprensión del texto expositivo disciplinar. En cambio, la memoria de trabajo no tuvo efectos significativos, salvo para los lectores expertos en textos disciplinares. Estos resultados apoyarían la hipótesis según la cual el conocimiento previo sería el principal factor de la diferencia de rendimiento en la comprensión de textos expositivos

The aim of this research was to examine Turkish pre-service teachers` knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and middle content classrooms (for example, science, social studies and Turkish language arts) teaching professions. A teacher efficacy inventory and a knowledge test about using expository text were developed and administered to the pre-service teachers in a public university in Turkey. The research findings showed that there was a small but positive correlation between the pre-service teachers` self-efficacy beliefs scores and the knowledge test scores in spite of the small correlation coefficient between the two variables. In addition, the pre-service teachers rated their self-efficacy beliefs as efficacious in using expository texts in their future classrooms. They also identified themselves as having medium level knowledge about use of expository text. Results indicated that while there was not any significant difference regarding pre-service teachers` perceived self-efficacy mean scores in terms of gender, the pre-service teachers` knowledge mean scores about using expository text differed from each other according to gender. Moreover, findings revealed that the pre-service teachers` perceived self efficacy beliefs and knowledge varied significantly from each other according to their training programs. The pre-service teachers` knowledge had significant differences among course years, in contrast to this, their perceived-self efficacy beliefs did not differ from each other according to course year. Additionally, the interaction between course year and training programs had significant effect on the teachers` perceived self-efficacy beliefs and knowledge about using expository text.

The objective of the present paper is to account for an instrument which –taking as starting point the model of comprehension of van Dijk and Kinstch (1983) and Graesser (1997)– tries to explain how children from 13 to 14 years carry out the process of reading comprehension of expository texts. It is of special interest to us to observe the type of reasoning that the subjects apply in the different levels of mental representation of the text. In other words, the aim is to investigate the capacity of the subjects to read in an efferent way –that is to say with the objective of extracting information from the text– and at the same time to observe if a level of profound comprehension is reached (Graesser and Tipping, 1998). We consider that this measurement is fundamental since efferent reading is indispensable to acquire understanding and to relate and transfer it to other areas of knowledge. In this proposal reading is understanding and understanding is learning. The sample used for the pilot study of said instrument is composed of sixty boys and girls attending the eighth year in municipal and subsidized schools in two cities in Chile., El objetivo del presente trabajo es dar cuenta de un instrumento que –tomando como punto de partida el modelo de comprensión de van Dijk y Kinstch (1983)– busca explicar cómo los niños de 13 ó 14 años llevan a cabo el proceso de comprensión lectora de textos expositivos. Especialmente, interesa observar el tipo de razonamiento que los sujetos realizan en los distintos niveles de representación mental del texto. En otras palabras, se busca indagar la capacidad de los sujetos para leer de manera eferente, es decir, con el objetivo de extraer información del texto y a su vez observar si se da el nivel de comprensión profunda (Graesser y Tipping, 1998). Se considera que esta medición es fundamental ya que la lectura eferente es indispensable para adquirir conocimientos, relacionarlos con otros y transferirlos a otras áreas del saber. En esta propuesta leer es comprender y comprender es aprender. La muestra con la que se hizo el estudio piloto de dicho instrumento está compuesta por sesenta niños y niñas que asisten a octavo año básico en colegios municipales y subvencionados de dos ciudades de Chile.

The objective of the present paper is to account for an instrument which –taking as starting point the model of comprehension of van Dijk and Kinstch (1983) and Graesser (1997)– tries to explain how children from 13 to 14 years carry out the process of reading comprehension of expository texts. It is of special interest to us to observe the type of reasoning that the subjects apply in the different levels of mental representation of the text. In other words, the aim is to investigate the capacity of the subjects to read in an efferent way –that is to say with the objective of extracting information from the text– and at the same time to observe if a level of profound comprehension is reached (Graesser and Tipping, 1998). We consider that this measurement is fundamental since efferent reading is indispensable to acquire understanding and to relate and transfer it to other areas of knowledge. In this proposal reading is understanding and understanding is learning. The sample used for the pilot study of said instrument is composed of sixty boys and girls attending the eighth year in municipal and subsidized schools in two cities in Chile., El objetivo del presente trabajo es dar cuenta de un instrumento que –tomando como punto de partida el modelo de comprensión de van Dijk y Kinstch (1983)– busca explicar cómo los niños de 13 ó 14 años llevan a cabo el proceso de comprensión lectora de textos expositivos. Especialmente, interesa observar el tipo de razonamiento que los sujetos realizan en los distintos niveles de representación mental del texto. En otras palabras, se busca indagar la capacidad de los sujetos para leer de manera eferente, es decir, con el objetivo de extraer información del texto y a su vez observar si se da el nivel de comprensión profunda (Graesser y Tipping, 1998). Se considera que esta medición es fundamental ya que la lectura eferente es indispensable para adquirir conocimientos, relacionarlos con otros y transferirlos a otras áreas del saber. En esta propuesta leer es comprender y comprender es aprender. La muestra con la que se hizo el estudio piloto de dicho instrumento está compuesta por sesenta niños y niñas que asisten a octavo año básico en colegios municipales y subvencionados de dos ciudades de Chile.