Abstract

HERNANDEZ, Gerardo. Teorías implícitas de lectura y conocimiento metatextual en estudiantes de secundaria, bachillerato y educación superior. RMIE [online]. 2008, vol.13, n.38, pp.737-771. ISSN 1405-6666.

This project addresses the implicit theories of reading and metatextual knowledge among third-year students in public secondary school, high school, and in two university majors (chemistry and Hispanic literature). As a methodological strategy, semi-structured interviews were held. The results showed qualitative changes in the analyzed years, including differences due to educational and specific developmental factors of mastery. In metatextual knowledge, the youngest students revealed an epistemology that emphasizes the transmitting function of texts, while the college students manifested an epistemology based on the generating and dialogic/communicative function. Three varieties of the implicit theories of reading were identified: the reproductionist variety characteristic of secondary school students, the interpretative variety that was beginning to emerge among the high school students and predominated among the chemistry majors, and the constructive variety found among most of the literature majors.

Keywords : reading comprehension; students; psycholinguistics; theories; Mexico.