Antonio Argueso - Academia.edu (original) (raw)
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Papers by Antonio Argueso
Journal of Learning Disabilities, 2007
In this study, we aimed to ascertain whether it is possible to create reading contexts that elimi... more In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.
Meta: Journal des traducteurs, 2005
Résumé Cet article fait le point sur les développements récents des études de traduction et d’int... more Résumé Cet article fait le point sur les développements récents des études de traduction et d’interprétation en Espagne. L’analyse du nouveau cursus s’accompagne d’un passage en revue des publications scientifiques et des organisations professionnelles espagnoles en matière de traduction et d’interprétation.
Journal of Learning Disabilities, 2007
In this study, we aimed to ascertain whether it is possible to create reading contexts that elimi... more In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.
Meta: Journal des traducteurs, 2005
Résumé Cet article fait le point sur les développements récents des études de traduction et d’int... more Résumé Cet article fait le point sur les développements récents des études de traduction et d’interprétation en Espagne. L’analyse du nouveau cursus s’accompagne d’un passage en revue des publications scientifiques et des organisations professionnelles espagnoles en matière de traduction et d’interprétation.