Abstract

DOARDI, Davide. Summary strategies of expository texts with ADHD students: 2 experiments within the framework of the discourse theory of Kintsch and Van Dijk. Rev. Cien. Tec. In. [online]. 2017, vol.14, n.15, pp.851-860. ISSN 2225-8787.

Abstract Two exploratory investigations within the quantitative paradigm were carried out, involving middle school students from a private school in Santa Cruz de la Sierra, Bolivia. In the first experiment (n=31), the usage of macro-rules for the completion of a summary of an expository text was examined. In the second experiment (n=32) the effect of one summary conceived according to these same macro rules was measured, onto the comprehension of an expository text of about 400 words translated from English by the author. Results: the first experiment shows that students able to summarize the main ideas, put them into the correct sequence and hierarchy, add up to only 16%. No correlation with ADHD could be found. The second experiment suggests that the summary provided by the author of this article following the macro rules did not contribute to raise the level of reading comprehension - the latter operationalized as the response to (mainly) multiple -choice questions worked out according to the indicators foreseen by the PISA test format. On the contrary, it produced a counterproductive effect.. No significant correlation with ADHD was found in this case either. Future developments should test the validity of the instruments created for the present occasion, in order to theoretically support procedures applicable to classroom teaching, as well as the impact on comprehension of summaries produced by the students themselves.

Keywords : Macro Rules; Summarizing; Summary; ADHD; PISA; Discourse Theory.

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