<?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>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702021000200031</article-id>
<article-id pub-id-type="doi">10.17227/folios.54-11587</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dificultades en la generación de inferencias causales en la lectura de textos narrativos en estudiantes de 4.° grado de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Difficulties Generating Causal Inferences when Reading Narrative Texts in 4th Grade Primary School Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dificuldades na geração de inferencias causais na leitura de textos narrativos em alunos da quarta série do Ensino Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zárate Pérez]]></surname>
<given-names><![CDATA[Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubens López Pari]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ministerio de Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of North Carolina at Chapel Hill  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>54</numero>
<fpage>31</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702021000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702021000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702021000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo de investigación explora las dificultades que enfrentan los estudiantes de cuarto grado de primaria en la generación de inferencias causales en la lectura de textos narrativos, los cuales formaron parte de las evaluaciones estandarizadas aplicadas por el Ministerio de Educación del Perú (ECE 2016, ECE 2018 y EM 2019). El análisis se realiza sobre la base de la tasa de acierto y la dificultad del ítem, luego del procesamiento bajo el modelo probabilístico Rasch. El corpus del presente estudio lo conforman 12 ítems de opción múltiple (48 respuestas: 36 distractores y 12 respuestas correctas) que evaluaron la capacidad de inferir relaciones causales en la lectura de textos narrativos. Según la tasa de acierto de los ítems seleccionados, los estudiantes evidencian problemas para discriminar información causal en el texto, sobre todo cuando hay información en competencia. Esta dificultad tiene impacto en la comprensión global del texto. Además, cuando los estudiantes no encuentran X (la causa de la proposición focal) optan por buscar una pista textual (elemento causal) próxima o una pista muy notoria en el texto, y cuando no ocurre ello, activan sus conocimientos previos. Cuando esta activación es inadecuada, interfiere en la generación de inferencias porque la aleja del texto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research article explores the difficulties that fourth grade students face when generating causal inferences in the reading of narrative texts, which were part of the standardized evaluations applied by the Ministry of Education of Peru (ECE 2016, ECE 2018 and EM 2019). The analysis is carried out on the basis of the hit rate and the difficulty of the item, processing this information under the Rasch probability model. The corpus of the present study is made up of 12 multiple-choice items (48 answers: 36 distractors y 12 right answers) that evaluated the ability to infer causal relationships in reading narrative texts. According to the success rate of the selected items, students show problems in discriminating causal information in the text, especially when there is competing information, affectingthe overall understanding of the text. Furthermore, when students cannot find X (the cause of the focal proposition) they choose to search for a nearby textual clue (causal element) or a very noticeable clue in the text, and when this does not happen, they activate their prior knowledge. When this activation is inappropriate, it interferes with the generation of inferences because this activation moves it away from the text.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa explora as dificuldades enfrentadas por alunos da 4a série do Ensino Fundamental ao gerar inferencias causais na leitura de textos narrativos que faziam parte das avaliações padronizadas aplicadas pelo Ministério da Educação do Peru (ECE 2016, ECE 2018 e em 2019). A análise é feita com base na taxa de acerto e na dificuldade do item, após processamento no modelo probabilístico de Rasch. O corpus do presente estudo é composto por 12 itens de múltipla escolha (48 respostas: 36 distratores e 12 respostas corretas) que avaliaram a capacidade de inferir relações causais na leitura de textos narrativos. De acordo com a taxa de sucesso dos itens selecionados, os alunos apresentam problemas para discriminar informações causais no texto, principalmente quando há informações concorrentes. Essa dificuldade tem impacto na compreensão geral do texto. Além disso, quando os alunos não encontram X (a causa da proposição focal), eles optam por procurar uma pista textual próxima (elemento causal) ou uma pista muito perceptível no texto; se isso não acontece, eles ativam seu anterior conhecimento. Quando essa ativação é inadequada, ela interfere na geração de inferencias porque a distância do texto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inferencia causal]]></kwd>
<kwd lng="es"><![CDATA[textos narrativos]]></kwd>
<kwd lng="es"><![CDATA[dificultades de comprensión]]></kwd>
<kwd lng="es"><![CDATA[procesos cognitivos]]></kwd>
<kwd lng="en"><![CDATA[causal inference]]></kwd>
<kwd lng="en"><![CDATA[narrative texts]]></kwd>
<kwd lng="en"><![CDATA[comprehension difficulties]]></kwd>
<kwd lng="en"><![CDATA[cognitive processes]]></kwd>
<kwd lng="pt"><![CDATA[inferencia causal]]></kwd>
<kwd lng="pt"><![CDATA[textos narrativos]]></kwd>
<kwd lng="pt"><![CDATA[dificuldades de compreensão]]></kwd>
<kwd lng="pt"><![CDATA[processos cognitivos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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