<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792020000200225</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v48i2.8610.</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión lectora en contextos de pobreza: un análisis desde la Visión Simple de la Lectura]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension in poverty contexts: an analysis from the Simple View of Reading]]></article-title>
<article-title xml:lang="fr"><![CDATA[Compréhension de lecture en contexte de pauvreté : une analyse de la vision simple de la lecture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaichenco]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires Consejo Nacional de Investigaciones Científicas y Técnicas ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>48</volume>
<numero>2</numero>
<fpage>225</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792020000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792020000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792020000200225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora resulta crucial para el desarrollo infantil. Sin embargo, en contextos de pobreza existe un alto porcentaje de niños con muy bajo desempeño en dicha habilidad. El presente trabajo analiza la relación entre el nivel lector, las habilidades de comprensión de lenguaje oral y de comprensión de textos escritos en niños que crecen en contextos de pobreza en el marco de la visión simple de la lectura. Para ello, 59 niños de quinto grado fueron divididos en dos grupos: niños con velocidad de lectura típica y niños con escasa velocidad de lectura. También se evaluaron las habilidades de comprensión lectora, comprensión de lenguaje oral, vocabulario y procesamiento morfosintáctico de ambos grupos. Los resultados señalaron que fueron las habilidades lectoras y de procesamiento sintáctico oral las que explican las diferencias en comprensión lectora. Los datos obtenidos alertan sobre la importancia de analizar las variables que impactan en la comprensión de textos escritos en poblaciones que no son las mayoritariamente descriptas en la bibliografía sobre el tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension is important for child development. However, there are many children growing up in contexts of poverty who do not achieve the expected reading comprehension level. The present study aims to analyze the relation among reading skills, oral language comprehension, and reading comprehension in children who are growing up in contexts of poverty by drawing on the Simple View of Reading framework. To do this, 59 ninth graders were separated into two groups: students with average reading speed and students with lower reading speed. Reading comprehension, oral language comprehension, vocabulary knowledge and morphosyntax processing were evaluated. Results show that reading skills and syntax processing explain differences in reading comprehension. These findings warn about the importance of analyzing the variables that affect reading comprehension in populations that are not the majority described.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La compréhension de lecture devient cruciale pour le développement de l&#8217;enfant. Cependant, dans un contexte de pauvreté, il y a des enfants ayant un très bas niveau de performance en ce qui concerne cette capacité. Cette recherche analyse le rapport entre le niveau lecteur, les compétences de compréhension du langage oral et de compréhension de textes écrits chez des enfants qui grandissent dans un contexte de pauvreté, dans le cadre de la vision simple de la lecture. Pour ce faire, 59 enfants de CM2 ont été divisés en deux groupes : celui des enfants ayant une vitesse de lecture habituelle et celui des enfants ayant une vitesse de lecture faible. L´on a évalué également les habiletés de compréhension de lecture, de compréhension du langage oral, le vocabulaire et le traitement morpho-syntaxique des deux groupes. Les résultats ont révélé que les habiletés de lecture et de traitement syntaxique oral expliquent les différences au niveau de la compréhension de lecture. En outre, les résultats avertissent sur l&#8217;importance d&#8217;analyser les variables qui influent sur la compréhension des textes écrits auprès des populations qui ne sont pas celles décrites majoritairement dans la bibliographie sur le sujet.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[visión simple de la lectura]]></kwd>
<kwd lng="es"><![CDATA[procesamiento de lenguaje oral]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora.]]></kwd>
<kwd lng="en"><![CDATA[simple vision of reading]]></kwd>
<kwd lng="en"><![CDATA[oral language processing]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="fr"><![CDATA[vision simple de la lecture]]></kwd>
<kwd lng="fr"><![CDATA[traitement du langage oral]]></kwd>
<kwd lng="fr"><![CDATA[lecture]]></kwd>
<kwd lng="fr"><![CDATA[compréhension en lecture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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