<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000300181</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis del proceso de comprensión lectora de los estudiantes desde el modelo construcción-integración]]></article-title>
<article-title xml:lang="en"><![CDATA[Analyzing students&#8217; reading comprehension process with a construction-integration model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrada-Valverde]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrada]]></surname>
<given-names><![CDATA[Rosario Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Jaén Departamento de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia Departamento de Didáctica y Organización Escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>157</numero>
<fpage>181</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000300181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Uno de los modelos teóricos de comprensión lectora más importantes es el modelo construcción-integración propuesto por Walter Kinstch. Este modelo considera que, durante el proceso de lectura, el lector construye dos tipos de representación mental: la llamada representación textual o base textual, que es cercana al significado del texto y tiene un carácter semántico-proposicional; y la representación situacional, o modelo de la situación, que es cercana &#8220;al mundo&#8221;; en ella se enmarca al texto y tiene carácter episódico. Este artículo describe y revisa los postulados fundamentales de dicho modelo, así como sus limitaciones, con el propósito de acercarlo a docentes e investigadores interesados en la evaluación y mejora de la comprensión lectora de los estudiantes. Además de describir con detalle dicho modelo, se analizan estudios más recientes que lo han desarrollado y ampliado, como referencia en la formación lectora de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract One of the most important reading comprehension theories is Walter Kintsch&#8217;s Construction-Integration Model, which considers that, during the reading process, the reader builds two types of mental representation: the so-called text-based representation, which is closely related to the meaning of the text and has a semantic-propositional aspect, and the situational representation, or situation model, which is close to &#8216;reality.&#8217; The text is framed as such, and is episodic. This article describes and reviews the fundamental propositions of this model, as well as its limitations, in order to make it available to teachers and researchers interested in the assessment and improvement of students&#8217; reading comprehension. Apart from describing each model in detail, the paper also analyzes the most recent studies that have been developed and broadened, as a reference point for student&#8217;s education in reading skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Hábitos de lectura]]></kwd>
<kwd lng="es"><![CDATA[Textos]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Student assessment]]></kwd>
<kwd lng="en"><![CDATA[Reading habits]]></kwd>
<kwd lng="en"><![CDATA[Texts]]></kwd>
</kwd-group>
</article-meta>
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