Resumo

FLORES CERVANTES, Claudia  e  BENITEZ PEREZ, Alma Alicia. Cognitive-quantitative test for identifying the Dialogic-Textual Communicative Approach of the teacher. CPU-e. Rev. Investig. Educ [online]. 2016, n.23, pp.45-74. ISSN 1870-5308.

The objective of this article is to propose a cognitive-quantitative test to identify the Dialogic-Textual Communicative Approach Of the upper middle education’s teaching staff about scientific texts, from a rubric integrated by categories (cognitive dimensions) and reading comprehension levels. It is important to mention that this rubric was also used to elaborate the items. Currently the test is on a quantitative not probabilistic diagnosis stage. The first results conclude that certainly the ACDT, can be identifiable, where the decoding that the subject is doing about the textual object, determines the depth of the dialogue and the scientific knowledge acquisition about the message.

Palavras-chave : Communication; reading comprehension; scientific texts; skills; knowledge.