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reading research quarterlyvolume 49 issue 2 p 169187 original article role comprehension monitoring theory mind vocabulary depth predicting story comprehension recall kindergarten children katherine strasser katherine strasser pontificia universidad catlica de chile santiagosearch papers authorfrancisca del ro francisca del ro universidad diego portales santiago chilesearch papers author katherine strasser katherine strasser pontificia universidad catlica de chile santiagosearch papers authorfrancisca del ro francisca del ro universidad diego portales santiago chilesearch papers author first published 12 december 2013 httpsdoiorg101002rrq68citations 71read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onemailfacebooktwitterlinkedinredditwechat abstracten recent studies revealed preschoolers story comprehension influenced several basic well complex cognitive linguistic processes among abilities known relevant young childrens understanding stories size vocabulary inferencemaking ability working memory study examine role processes explaining preschool childrens story comprehension sample 257 chilean kindergarten children middleincome families processes examine comprehension monitoring theory mind inhibition attention control mediation relations suggested theory previous research examined working memory comprehension integrative processes vocabulary breadth comprehension vocabulary depth use two different measures story comprehension clarify role predictor plays different aspects complex skill results suggest story comprehension measure requires construction coherent representation vocabulary monitoring inferences working memory inhibitory skill attention theory mind make significant contribution effects vocabulary breadth mediated vocabulary depth effects working memory partially mediated monitoring inferences story comprehension measured recall isolated story elements working memory vocabulary explain significant variance theoretical well practical implications discussed chinesezh 257 spanishes estudios recientes han demostrado que hay varios procesos cognitivos lingsticos tanto bsicos como complejos que obran sobre la comprensin de cuentos en los nios preescolares entre las habilidades reconocidas como relevantes para la comprensin de cuentos de parte de los nios son la cantidad de vocabulario que saben su capacidad de inferir su memoria de trabajo en este estudio examinamos cmo otros procesos explican el entendimiento que los nios preescolares tienen de cuentos usando como muestra 257 nios de clase media que asistan un jardn de nios los procesos que se examinaron fueron la observacin de comprensin la teora de la mente la inhibicin el control de la atencin se examinan las relaciones mediadores sugeridas por la teora e investigaciones anteriores entre la memoria de trabajo la comprensin por medio de procesos integrados entre la cantidad de vocabulario comprensin por medio del conocimiento de vocabulario se usaron dos medidas diferentes para la comprensin de cuentos para esclarecer el rol que cada predictor juega en los diferentes aspectos de esta destreza compleja los resultados sugieren que cuando la medida de comprensin del cuento requiere la construccin de una representacin coherente el vocabulario la observacin las inferencias la memoria de trabajo las destrezas de inhibicin la atencin pero la teora de la mente tienen una contribucin importante los efectos de la cantidad de vocabulario son negociados por la comprensin del vocabulario los efectos de la memoria del trabajo son parcialmente negociados por la observacin las inferencias cuando se mide la comprensin del cuento de acuerdo con lo que se recuerda de elementos aislados solo la memoria del trabajo el vocabulario explican variaciones considerables se discuten implicaciones tericas prcticas arabicar 257 russianru heae cceoa oaa ocpe ooa cao cop ocoao ecox aox ecox cox oaaex cecx poeccax ec ye oope oecea oae eca ae e oocc coap aac cocooc ea oe paoe b ao cae paccapac pye apaep oope ae oecea oae cea b cceoa yacoa 257 cx ooo oceax ec ca cee cpeeo oxoa b paax cceoa oceac ceye apaep caoopo oa ee oe poecc ypee ape yee ypa ae teopeece ooe paee poeee cceoa ocaa eo oe poepe opao poep c ey paoe oae poepac epe oey epax poecco c ey oeo coapoo aaca oae epe oey oa ec oe oa eca eo cooac epe poc ay po pae apaep pax aceax co cooo ye ocpe eca oyee peya ceecy cyae ec epee oa eca ec eo oceoae epeca ep cya coap aac caoopo yee ea paoa caoapea ae oe poecc oxo opo heocaooc coapoo aaca oppepyec yo oa co poe paoe oac oecpyc caoopoe yee ea oa oae eca aepec ocpeco aoa oex eeo oecoa e aee oo paoa coap aac ocyac eopeece paece frenchfr des travaux rcents ont mis en vidence que la comprhension dune histoire lcole maternelle dpend de plusieurs facteurs de base tout autant que de processus cognitifs et linguistiques complexes parmi les comptences dont sait quelles jouent un rle dans la comprhension des histoires par les enfants il ltendue de leur vocabulaire leur capacit faire des infrences et leur mmoire de travail nous examinons dans cette recherche le rle que jouent dautres processus pour expliquer comment 257 enfants chiliens de maternelle et de familles de classe moyenne comprennent une histoire les processus que nous avons examins sont le contrle de la comprhension la thorie de lesprit linhibition et le contrle de lattention nous avons examin les mdiations que suggrent la thorie et les recherches antrieures entre la mmoire de travail et la comprhension grce aux processus dintgration et entre ltendue de leur vocabulaire et la comprhension grce la profondeur de leur vocabulaire nous avons utilis deux mesures diffrentes de comprhension du rcit pour clarifier le rle que joue chaque prdicteur sur diffrents aspects de la comptence complexe quest la comprhension les rsultats suggrent que quand la mesure de la comprhension de lhistoire requiert la construction dune reprsentation cohrente le vocabulaire le contrle les infrences la mmoire de travail la capacit dinhibition lattention mais non la thorie de lesprit interviennent de faon significative leffet de ltendue du vocabulaire dpend de sa profondeur et leffet de la mmoire de travail dpend en partie du contrle et des infrences quand mesure la comprhension du rcit par le rappel dlments isols les variations significatives sont fonction de la mmoire de travail et du vocabulaire la discussion porte tant sur les implications thoriques que pratiques references ackerman bp silver glickman 1990 concept availability causal inferences children adults child development 611 230246 doi1023071131062 andreassen r brten 2010 examining prediction reading comprehension 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