Deep inferences and comprehension of expository texts
Abstract
In this paper we analysed the inferencial activity that characterises the deep comprehension of expository texts. We have based on three criteria: the degree of explicitness in the text of the information obtained; the degree of complexity of the cognitive operations involved; and the role that such operations perform in the strategic process of comprehension. In this framework, we argue the possibility of distinguishing between two short elaborative inferences: situational and deep. Finally, we provide some approaches to educational intervention designed to increase deep inferences with Secondary Education students.
Key words: Deep inferences; Elaborative inferences; Expository texts; Strategies of comprehension
Citación recomendada | Recommended citation
Fernández., M. M. (2002) . Deep inferences and comprehension of expository texts. Revista Española de Pedagogía, 60(221). https://www.revistadepedagogia.org/rep/vol60/iss221/11
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
Deep inferences; Elaborative inferences; Expository texts; Strategies of comprehension
