Un aspecto clave de la competencia escolar es la habilidad para interpretar y elaborar textos escritos. Se analiza este problema en tres partes: el problema de la escritura, concretamente la relación entre lo que queremos decir y lo que, de hecho, decimos; el problema de la lectura, concretamente diversas maneras en que se puede entender un texto; y el marco en el que se inserta el problema, concretamente la relación entre los géneros culturales y su importancia en el colegio y la sociedad.
Get full access to this article
View all access options for this article.
References
1.
AckermanB.SzymanskiJ.SilverD. (1990). Children's use of the common ground in interpreting ambiguous referential utterances. Developmental Psychology, 26, 234–245.
2.
AstingtonJ. W. (1988). Children's understanding of the speech act of promising. Journal of Child Language, 15, 157–173.
3.
AstingtonJ. W.OlsonD. R. (1990). Metacognitive and metalinguistic language: Learning to talk about thought. Applied Psychology, 39 (1), 77–87.
4.
AustinJ. L. (1962). How to do things with words.Cambridge, MA: Harvard University Press.
5.
BarthesR. (1977). Image-music-text (S. Heath, Trans.). Glasgow: Fontana Collins.
6.
BealC. R. (1990). Development of knowledge about the role of inference in text comprehension. Child Development, 61, 1011–1023.
7.
BellB.TorranceN. (1986). Learning to make and recognize inferences in the early grades. Paper presented toThe Meeting of the American Educational Research Association, San Francisco, CA. April
8.
BellB.TorranceN.OlsonD. R. (1987). Inferencing and the say/mean distinction in the early school years. Paper presented toThe Meeting of the American Educational Research Association, Washington, DC. April
9.
Evans-PritchardE. (1937). Witchcraft, oracles, and magic among the Azande.Oxford: Oxford University Press.
10.
FryeN. (1982). The great code.Toronto: Academic Press.
11.
GriceP. (1989). Studies in the way of words.Cambridge, MA: Harvard University Press.
12.
HedelinL.HjelmquistE. (1988). Preschool children's mastery of the form/content distinction in spoken language. EnEkbergK.MjaavatnP. E. (Eds.), Growing into the modern world (pp. 639–645) Trondheim: The University of Trondheim, Norwegian Centre for Child Research.
13.
Levy-BruhlL. (1926). How natives think.Londres: George Allen & Unwin. (V.O. 1910)
14.
LloydG. E. R. (1990). Demystifying mentalities.Cambridge: Cambridge University Press.
15.
LeeE.TorranceN.OlsonD. R. (2001). Young children and the say/mean distinction: Verbatim and paraphrase recognition in narrative and nursery rhyme contexts. Jounal Child Language, 28, 531–543.
16.
LuriaA. R. (1976). Cognitive development: Its cultural and social foundations.Cambridge, MA: Harvard University Press.
17.
MorrisM. (1981). Saying and meaning in Puerto Rico: Some problems in the ethnography of discourse.Oxford: Pergamon.
18.
NewmanD. (1982). Perspective taking versus content in understanding lies. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 26–29.
19.
OlsonD. R. (1988). Or what's a metaphor for?Metaphor and Symbolic Activity, 3 (4), 215–222.
20.
OlsonD. R. (1994). The world on paper: The conceptual and cognitive implications of writing and reading.Cambridge: Cambridge University Press.
21.
OlsonD. R.AstingtonJ. W. (1990). Talking about text: How literacy contributes to thought. Journal of Pragmatics, 14 (5), 557–573.
22.
RobinsonE.GoelmanH.OlsonD. R. (1983). Children's relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology, 1, 75–86.
23.
WinnerE.WindmuellerG.RosenblattE.BoscoL.BestE.GardnerH. (1987). Making sense of literal and nonliteral falsehood. Metaphor and Symbolic Activity, 2, 13–32.
