Una clasificación de las inferencias pragmáticas orientada a la didáctica
DOI:
https://doi.org/10.24310/revistaisl.vi4.10971Keywords:
clasificación, comprensión lectura, educación, inferenciaAbstract
Aunque existen varias clasificaciones de las inferencias, ninguna de ellas es comúnmente aceptada y apenas se utilizan en educación. Teniendo en cuenta que las inferencias aportan una información que no aparece de forma explícita en el texto, se propone una clasificación basada en las preguntas a las que responde esa información. Los cinco tipos de inferencias que se distinguen son compatibles con buena parte de las clasificaciones que se han desarrollado previamente y han sido identificados en estudios experimentales con niños y adolescentes.
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