In this paper we analysed the inferencial activity that characterises the deep comprehension of expository texts. We have based on three criteria: the degree of explicitness in the text of the information obtained; the degree of complexity of the cognitive operations involved; and the role that such operations perform in the strategic process of comprehension. In this framework, we argue the possibility of distinguishing between two short elaborative inferences: situational and deep. Finally, we provide some approaches to educational intervention designed to increase deep inferences with Secondary Education students.
Key words: Deep inferences; Elaborative inferences; Expository texts; Strategies of comprehension
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