Reading comprehension through the critical reading of paratexts
DOI:
https://doi.org/10.56219/letras.v62i100.103Keywords:
reading comprehension, critical reading, paratexts, critical reader traitsAbstract
The purpose of this study was to evaluate reading comprehension through the design of an instrument focused on the critical reading of paratexts, since we inquired about the traits of the critical reader that students between the ages of 12 and 18 should have. The theoretical scaffolding was based on Genette (1989, 2001), Cassany (2006), and Freire (2008). The methodology used in this research is field-based. The corpus was collected through a structured survey applied to a sample of 125 young people from five public and private institutions in Caracas. An analysis of the traits of critical reading was made and contrasted with the pertinent theoretical postulates. With this, it was evidenced that the students of the selected educational centers, in spite of having different ages, their form of analysis, interpretation and conclusions have developed just about the same. In other cases, partial analysis of the paratextual elements was recorded, except in some levels, specifically the higher ones, who analyzed in detail the advertisements presented, which does not mean that these students have the linguistic skills to optimally break down all the paratextual elements.
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