Revisión de los Programas Instruccionales desarrollados para enseñar a comprender las ideas principales
Palabras clave:
Comprensión de las ideas principales, Estrategias de comprensión, Programas de instrucciónResumen
En este artículo se presenta una extensa revisión teórica de los programas instruccionales que se han desarrollado -en su mayoría a partir del modelo de procesamiento del discurso propuesto por van Dijk y Kintsch (1983)- para mejorar la comprensión de la información más importante de los textos. Una revisión de este tipo es necesaria porque si bien la mayoría de estos programas tienen algunas características comunes (vg., la adopción del mismo modelo teórico) tienen a su vez algunas características diferenciadoras que dificultan su comparabilidad, problema que se ha agravado en los últimos años debido a la gran proliferación de este tipo de programas fuera y dentro de nuestras fronteras.
El objetivo pues, de este artículo es no sólo describir los trabajos realizados, sino también analizar las características de la instrucción que subyace a tales planteamientos, las estrategias que se proponen desde los distintos programas, su eficacia diferencial, sus implicaciones para el aprendizaje, el contexto en que se debería realizar la instrucción, etc., con la finalidad de aclarar en la medida de lo posible las razones de la eficacia diferencial de programas de entrenamiento "aparentemente iguales".
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