Browsing by Author "Forster Marín, Carla Elvira"

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    Comparación de la efectividad de dos estrategias metodológicas de enseñanza en el desarrollo de la comprensión lectora en el primer año escolar
    (2013) Hudson Pérez, María Cecilia; Forster Marín, Carla Elvira; Rojas Barahona, Cristián A.; Valenzuela Hasenohr, María Francisca; Riesco Valdés, Paula; Ramaciotti Ferre, Antonietta Ursusina
    El artículo presenta los resultados obtenidos en la aplicación de un pro-grama de alfabetización inicial utilizando un “método equilibrado” (GE) y un “método tradicional” (GT), a 194 estudiantes de primer grado de cinco colegios de la Comuna de Santiago de Chile con bajo rendimiento en la prueba nacional estandarizada SIMCE. El objetivo fue comparar el efecto de dos métodos de enseñanza para el aprendizaje lector inicial y las po-sibles diferencias de género. Los resultados indican que ambos grupos presentan avances similares al finalizar el año, sin embargo, en el GE se observó un mayor avance en habilidades de comprensión lectora de ma-yor complejidad, específicamente en el reconocimiento de información implícita de textos simples. En el GT se observan diferencias de género a favor de los hombres.
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    La escala de autoestima de Rosenberg: Validación para Chile en una muestra de jóvenes adultos, adultos y adultos mayores
    (2009) Rojas Barahona, Cristian A.; Zegers P., Beatriz; Forster Marín, Carla Elvira
    Background: Self-esteem is positively associated to the well being of people and could be a good mental health indicator. Aim: To determine the realiability and validity of the Rosenberg Self-esteem Scale in a Chilean adult sample. Material and methods: The instrument was applied to 473 subjects living in the Metropolitan Region of Santiago, evenly distributed according to gender age, educational level and income. The Neugarten Life Satisfaction Index (LSI-A) was also applied to the sample. Results: Cronbach's alpha for reliability of the scale was 0.754, There was no gender bias and factor analysis grouped items into two factors (5 positive and 5 negative). The instrument had a correlation of 0.455 with the LSI-A. conclusions: The Rosenberg Self-esteem Scale meets the criteria for validity and reliability of a quality instrument to measure self-esteem in Chile (Rev Med Chile 2009; 137: 791-800).
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    Resultados de la enseñanza de estrategias de lectura y escritura en la alfabetización temprana de niños con riesgo social
    (2011) Villalón Bravo, Malva; Forster Marín, Carla Elvira; Cox Vial, María Del Pilar; Rojas Barahona, Cristian; Valencia Acuña, Edgar Andrés; Volante Beach, Paulo Luis
    Introduction. There is substantial research literature emphasizing the positive impact of early literacy learning on school achievement, mainly in the case of children at-risk, but there aren't adequate conditions at school to develop them. Here we examine the effects of teaching reading and writing strategies on at-risk children's literacy learning (mean 5 years 3 months). Material and method: 339 at-risk Chilean children (132 in the intervention group and 207 in the comparison group) were assessed, at the beginning and the end of the school year. Teachers participated in a 1-year professional development intervention that included training and expert coaching. Results: Positive intervention effects were observed on children's knowledge of the alphabet, emergent writing and word identification. There was no effect on children's oral language outcomes. Discussion: The results were contrasted with other programs, showing the importance of training and coaching educators.