<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000100095</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervención en escritura de síntesis a partir de fuentes: Impacto de la comprensión]]></article-title>
<article-title xml:lang="en"><![CDATA[Intervention in Writing a Synthesis Based on Sources: Impact of Comprehension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nadal]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miras]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castells]]></surname>
<given-names><![CDATA[Núria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz]]></surname>
<given-names><![CDATA[Susan De La]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona Facultad de Psicología Departamento de Cognición, Desarrollo y Psicología de la Educación]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Maryland College of Education Department of Counseling, Higher Education, and Special Education]]></institution>
<addr-line><![CDATA[ Maryland]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>88</numero>
<fpage>95</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Escribir una síntesis con base en la lectura de diversos textos es una tarea compleja. Las dificultades aparecen en los procesos de selección, integración y organización de la información. En este estudio de casos analizamos el impacto de un programa de intervención dirigido a estudiantes de secundaria (13-14 años), con el objetivo de mejorar sus estrategias de escritura de síntesis. Los estudiantes, con distintos niveles de comprensión lectora, debían producir una síntesis a partir de textos de contenido histórico complementarios. Los resultados indican una mejora significativa de las síntesis producidas en cuanto a la selección, integración y organización de la información en los estudiantes con niveles de comprensión medio y alto, aquellos con un nivel bajo únicamente mejoraron en los procesos de selección.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Writing a synthesis based on reading various texts is a complex task. Difficulties may arise in the processes of selecting, integrating, and organizing the information. In this case study, we analyze the impact of an intervention program for secondary students (13-14 years old), aimed at improving their strategies for writing a synthesis. Students with varying levels of reading comprehension were asked to produce a synthesis based on complementary historical texts. The results indicate significant improvement among the students with average and high reading comprehension levels, in their selection, integration, and organization of information for writing syntheses, while students with low reading comprehension improved only in their selection processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lecto-escritura]]></kwd>
<kwd lng="es"><![CDATA[producción de textos]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[intervención educativa]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[production of texts]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[educational intervention]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
</kwd-group>
</article-meta>
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