ABSTRACT
BACKGROUND: Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts METHOD: A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open-ended questions. For data interpretation, content analysis and quantification of responses were used. RESULTS: The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning). CONCLUSION: The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.
Subject(s)
Intellectual Disability , Humans , Students/psychology , WritingABSTRACT
Uno de los objetivos prioritarios de la educación básica (de 1.° a 8.° grado en Chile) es el aprendizaje de la lectura, responsable, a su vez, de la conquista de nuevos aprendizajes escolares. Sin embargo, la comprensión lectora es un tema poco explorado en el ámbito de la discapacidad intelectual (DI). Los estudios sobre la lectura en escolares con DI son muy escasos y se desconocen investigaciones en las que se analicen las repercusiones del nivel léxico del alumnado con DI en la competencia lectora. En ese contexto, se efectuó una investigación para analizar la relación entre el vocabulario y la comprensión lectora en una muestra de estudiantes discapacitados intelectualmente, en la que participaron 12 escolares de 1.er ciclo de Educación Básica (de 1° a 4° Grado) y 10 escolares de 2.° ciclo básico (de 5° a 8° grado), que estaban escolarizados en 3 centros urbanos de una misma ciudad. Mediante un estudio exploratorio, de tipo correlacional y transversal, se concluyó que, en general, el vocabulario no correlaciona significativamente con la comprensión lectora en los escolares con DI.(AU)
Reading is one of the priority objectives of Elementary Education (from 1st to 8th grade in Chile), which in turn enables further learning at school. However, reading comprehension is an under-explored topic in the field of intellectual disability (ID). Studies on the reading of children with ID are very scarce and there is no known research that analyses the impact of the vocabulary level of students with ID on reading proficiency. In this context, a research study was carried out to analyse the relationship between vocabulary and reading comprehension in a sample of intellectually disabled students, in which 12 schoolchildren from the 1st to 4th grade and 10 schoolchildren from the 5th to 8th grade participated from three urban schools of the same city. Through an exploratory, correlational and cross-sectional study, it was concluded that in general vocabulary does not correlate significantly with reading comprehension in schoolchildren with ID.(AU)
