Strategies for supporting comprehension of a contrastive-structure story
Text comprehension is considered one of the most complex human cognitive activities, as it entails the interplay of various levels and components. That is, it depends on the execution and integration of multiple cognitive processes. Prior research has emphasized the importance of dialogic storybook...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2026
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116 |
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I15-R240-article-2116 |
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ojs |
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Universidad Nacional de Rosario |
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I-15 |
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R-240 |
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Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
reading comprehension dialogic reading strategies discourse connectors and markers multimodality comprensión lectora lectura dialogada estrategias andamiaje adquisición de conectores multimodalidad |
| spellingShingle |
reading comprehension dialogic reading strategies discourse connectors and markers multimodality comprensión lectora lectura dialogada estrategias andamiaje adquisición de conectores multimodalidad Roich, Paula Migdalek, Maia Julieta Strategies for supporting comprehension of a contrastive-structure story |
| topic_facet |
reading comprehension dialogic reading strategies discourse connectors and markers multimodality comprensión lectora lectura dialogada estrategias andamiaje adquisición de conectores multimodalidad |
| author |
Roich, Paula Migdalek, Maia Julieta |
| author_facet |
Roich, Paula Migdalek, Maia Julieta |
| author_sort |
Roich, Paula |
| title |
Strategies for supporting comprehension of a contrastive-structure story |
| title_short |
Strategies for supporting comprehension of a contrastive-structure story |
| title_full |
Strategies for supporting comprehension of a contrastive-structure story |
| title_fullStr |
Strategies for supporting comprehension of a contrastive-structure story |
| title_full_unstemmed |
Strategies for supporting comprehension of a contrastive-structure story |
| title_sort |
strategies for supporting comprehension of a contrastive-structure story |
| description |
Text comprehension is considered one of the most complex human cognitive activities, as it entails the interplay of various levels and components. That is, it depends on the execution and integration of multiple cognitive processes. Prior research has emphasized the importance of dialogic storybook reading in the development of language and text comprehension skills. In line with this body of work, the present study reports on an investigation into the strategies used by adults in the home to scaffold the comprehension of a contrastively structured story for children aged 4 to 6 years. The interactions analyzed took place in an induced reading situation, were video-recorded, and subsequently transcribed. Through the application of the constant comparative method, two types of strategies used by adults to support children’s understanding of the contrastive structure of the text were identified: (a) multimodal ostensive strategies and (b) distancing strategies from one of the opposing perspectives. The results highlight the role of integrating multimodal resources as a strategy to enhance comprehension in dialogic reading performances. Furthermore, adults’ questions and comments served to differentiate the conflicting perspectives in the story and assisted children in reformulating the situation model of the narrative. Overall, the study underscores the educational value of shared storybook reading in fostering children’s understanding of the deeper meaning of the adversative connector but.
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| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2026 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116 |
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2026-05-04T05:03:44Z |
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I15-R240-article-21162026-04-23T14:03:09Z Strategies for supporting comprehension of a contrastive-structure story Estrategias para promover la comprensión de un cuento de estructura contrastiva Roich, Paula Migdalek, Maia Julieta reading comprehension dialogic reading strategies discourse connectors and markers multimodality comprensión lectora lectura dialogada estrategias andamiaje adquisición de conectores multimodalidad Text comprehension is considered one of the most complex human cognitive activities, as it entails the interplay of various levels and components. That is, it depends on the execution and integration of multiple cognitive processes. Prior research has emphasized the importance of dialogic storybook reading in the development of language and text comprehension skills. In line with this body of work, the present study reports on an investigation into the strategies used by adults in the home to scaffold the comprehension of a contrastively structured story for children aged 4 to 6 years. The interactions analyzed took place in an induced reading situation, were video-recorded, and subsequently transcribed. Through the application of the constant comparative method, two types of strategies used by adults to support children’s understanding of the contrastive structure of the text were identified: (a) multimodal ostensive strategies and (b) distancing strategies from one of the opposing perspectives. The results highlight the role of integrating multimodal resources as a strategy to enhance comprehension in dialogic reading performances. Furthermore, adults’ questions and comments served to differentiate the conflicting perspectives in the story and assisted children in reformulating the situation model of the narrative. Overall, the study underscores the educational value of shared storybook reading in fostering children’s understanding of the deeper meaning of the adversative connector but. La comprensión de textos es una de las actividades cognitivas humanas más complejas, puesto que supone la interrelación de distintos niveles y componentes, es decir, depende de la ejecución e integración de varios procesos cognitivos. Diversos estudios han destacado la relevancia de la lectura dialogada de cuentos para el desarrollo del lenguaje y habilidades de comprensión de textos. Siguiendo esta línea, se presentan los resultados de una investigación enfocada en las estrategias empleadas por adultos en el hogar para andamiar la comprensión de un cuento de estructura contrastiva en niños de 4 a 6 años. Las interacciones analizadas, correspondientes a una situación de lectura inducida, fueron videofilmadas y luego transcriptas. A partir del método comparativo constante, se identificaron dos tipos de estrategias que los adultos realizan para colaborar con los niños en la comprensión de la contraposición que organiza al texto: (a) estrategias ostensivas multimodales y (b) estrategias de distanciamiento de uno de los puntos de vista contrapuestos. En efecto, se evidencia la incidencia de la integración de recursos multimodales como estrategia para favorecer la comprensión en la performance de una lectura dialogada. Por otra parte, preguntas y comentarios de los adultos distinguen las perspectivas contrapuestas en la historia y colaboran con los niños en la reformulación del modelo de situación del cuento. Finalmente, se exhibe la relevancia de la lectura compartida de cuentos para el aprendizaje del significado profundo del conector adversativo pero. IRICE (CONICET-UNR) 2026-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116 Revista IRICE; Núm. 50 (2026); e2116 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116/3484 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116/3485 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2116/3486 Derechos de autor 2026 Paula Roich, Maia Julieta Migdalek https://creativecommons.org/licenses/by-nc-sa/4.0 |