Lehen Hezkuntzako irakurmen gaitasunaren azterketa: heziberriren eta ISEI/IVEI-ren proba diagnostikoen analisia eta proposamen metodologikoak
Reading comprehension has been an object of study these last years, as it is basic competence. In the Basque Country, however, there are few investigations on that topic. The objective of this investigation, therefore, is to analyze how reading comprehension is measured by the external assessment ca...
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| Published in: | Ikastorratza Vol. 23; pp. 36 - 80 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | Basque English |
| Published: |
José Domingo Villarroel
30-12-2019
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| Subjects: | |
| Online Access: | Get full text |
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| Abstract | Reading comprehension has been an object of study these last years, as it is basic competence. In the Basque Country, however, there are few investigations on that topic. The objective of this investigation, therefore, is to analyze how reading comprehension is measured by the external assessment carried out by the institution ISEI-IVEI and Heziberri. The object of study has been determined by three parameters: inference levels, comprehension levels and the validity, reliability, and objectivity of the tests. The main conclusion obtained through the investigation is that, principally, the comprehension that it is assessed is the literal one. Taking this into account, and in order to focus on the use of strategies and deepen in the comprehension levels, two methodological approaches are developed. |
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| AbstractList | Reading comprehension has been an object of study these last years, as it is basic competence. In the Basque Country, however, there are few investigations on that topic. The objective of this investigation, therefore, is to analyze how reading comprehension is measured by the external assessment carried out by the institution ISEI-IVEI and Heziberri. The object of study has been determined by three parameters: inference levels, comprehension levels and the validity, reliability, and objectivity of the tests. The main conclusion obtained through the investigation is that, principally, the comprehension that it is assessed is the literal one. Taking this into account, and in order to focus on the use of strategies and deepen in the comprehension levels, two methodological approaches are developed. |
| Author | Zaldúa Larraza, Ane |
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| Cites_doi | 10.15517/aie.v3i2.9016 10.35537/10915/35858 10.4067/s0718-09342003005300006 10.1017/CBO9780511732935 10.1080/02103702.1987.10822170 10.1037/0033-295x.85.5.363 10.7764/psykhe.23.1.505 10.7203/relieve.22.1.8244 10.4067/s0718-09342016000200006 10.14409/hf.v1i2/3.1737 10.6035/14034.2017.158372 10.35362/rie640403 |
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| Title | Lehen Hezkuntzako irakurmen gaitasunaren azterketa: heziberriren eta ISEI/IVEI-ren proba diagnostikoen analisia eta proposamen metodologikoak |
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