Efectos de la edad y del nivel de educación formal en la comprensión lectora de personas mayores.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Este estudio busca contribuir al conocimiento sobre el comportamiento cognitivo y lingüístico en adultos mayores, específicamente en relación con la comprensión lectora. Se pretende profundizar en este tema desde una perspectiva psicolingüística.
El problema de investigación se centra en dos preguntas fundamentales: ¿El nivel de educación formal alcanzado influye en el desempeño en comprensión lectora en la vejez? ¿Es posible distinguir grupos de tercera y cuarta edad en base a su desempeño en comprensión lectora?
El estudio se llevó a cabo a través de la aplicación de una prueba de comprensión lectora a adultos mayores de tercera y cuarta edad. Se analizaron variables como el nivel de escolaridad, la edad y el desempeño en la prueba.
Los resultados mostraron que el nivel de escolaridad influye positivamente en el desempeño en comprensión lectora en adultos mayores. Además, se encontraron diferencias en el desempeño entre los grupos de tercera y cuarta edad, aunque estas diferencias no se explicaron completamente por variables como la edad y la escolaridad.
En conclusión, este estudio demostró que el nivel de educación formal alcanzado tiene un impacto en la comprensión lectora en adultos mayores. También se encontraron diferencias en el desempeño entre los grupos de tercera y cuarta edad. Sin embargo, existen limitaciones en la muestra y en el instrumento utilizado, lo que sugiere la necesidad de futuras investigaciones en este campo.
This study seeks to contribute to knowledge about cognitive and linguistic behavior in older adults, specifically in relation to reading comprehension. It is intended to delve deeper into this topic from a psycholinguistic perspective. The research problem focuses on two fundamental questions: Does the level of formal education achieved influence performance in reading comprehension in old age? Is it possible to distinguish third and fourth age groups based on their performance in reading comprehension? The study was carried out through the application of a reading comprehension test to third and fourth age adults. Variables such as educational level, age and performance on the test were analyzed. The results showed that the level of education positively influences reading comprehension performance in older adults. Furthermore, differences in performance were found between the third and fourth age groups, although these differences were not completely explained by variables such as age and education. In conclusion, this study demonstrated that the level of formal education achieved has an impact on reading comprehension in older adults. Differences in performance were also found between the third and fourth age groups. However, there are limitations in the sample and the instrument used, which suggests the need for future research in this field.
This study seeks to contribute to knowledge about cognitive and linguistic behavior in older adults, specifically in relation to reading comprehension. It is intended to delve deeper into this topic from a psycholinguistic perspective. The research problem focuses on two fundamental questions: Does the level of formal education achieved influence performance in reading comprehension in old age? Is it possible to distinguish third and fourth age groups based on their performance in reading comprehension? The study was carried out through the application of a reading comprehension test to third and fourth age adults. Variables such as educational level, age and performance on the test were analyzed. The results showed that the level of education positively influences reading comprehension performance in older adults. Furthermore, differences in performance were found between the third and fourth age groups, although these differences were not completely explained by variables such as age and education. In conclusion, this study demonstrated that the level of formal education achieved has an impact on reading comprehension in older adults. Differences in performance were also found between the third and fourth age groups. However, there are limitations in the sample and the instrument used, which suggests the need for future research in this field.
Description
Tesis presentada para optar al grado de Magíster en Lingüística Aplicada
Keywords
Comprensión de lectura, Ancianos, Psicolingüística