Resumen
Este artículo presenta los resultados de una investigación que tenía como objetivo comprobar
la eficacia de la señalización extratextual de textos expositivos en alumnos de Primaria. Los sujetos de 5° nivel de educación Primaria, fueron distribuidos en dos grupos: el grupo control leía un texto sin señalización explícita (“formato plano”), y el grupo experimental que leía el mismo texto subrayado con la adición de un sumario previo y un organizador gráfico (“formato resaltado”). Como variable dependiente se utilizaron los resultados de una prueba de reconocimiento y recuerdo en situación de postest y demora. Los resultados mostraron efectos significativos sobre el recuerdo total de proposiciones, el orden de recuerdo de las proposiciones y en las proposiciones de alto nivel.
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