{"id":3920,"date":"2024-08-27T17:59:55","date_gmt":"2024-08-27T17:59:55","guid":{"rendered":"https:\/\/grupo.us.es\/redlectin\/noticia-1-copy\/"},"modified":"2024-08-27T18:53:54","modified_gmt":"2024-08-27T18:53:54","slug":"resena-del-articulo-arfe-b-fajardo-i-vespignani-f-in-press-making-texts-understandable","status":"publish","type":"post","link":"https:\/\/grupo.us.es\/redlectin\/resena-del-articulo-arfe-b-fajardo-i-vespignani-f-in-press-making-texts-understandable\/","title":{"rendered":"Rese\u00f1a del art\u00edculo: Arf\u00e9, B., Fajardo, I., Vespignani, F (in press). Making texts understandable"},"content":{"rendered":"

Rese\u00f1a del art\u00edculo: Arf\u00e9, B.,\u00a0Fajardo, I., Vespignani, F (in press). Making texts understandable: The trade-off between linguistic and cognitive text simplification.\u00a0In C. Jim\u00e9nez\u00a0Hurtado & L. Carlucci (Eds.),\u00a0Lectura f\u00e1cil, Procesos y entornos de una modalidad de traducci\u00f3n.\u00a0<\/em>Tib\u00f2n, ULPGC Ediciones, Las Palmas de Gran Canarias.<\/p>\n

En el cap\u00edtulo que aparecer\u00e1 en Tib\u00f2n en oto\u00f1o de 2024, los autores (Arf\u00e9, Fajardo y Vespignani, los dos primeros, miembros de la red Lectin) abordan los m\u00e9todos y prop\u00f3sitos de la \u00absimplificaci\u00f3n de textos\u00bb o lo que prefieren llamar \u00abadaptaci\u00f3n de textos\u00bb, ya que la metodolog\u00eda \u00abno pretende eliminar todos los desaf\u00edos del texto\u00bb (Arf\u00e9 et al. 2018), sino proporcionar a todos los lectores los textos que mejor estimulen sus capacidades ling\u00fc\u00edsticas, cognitivas y de comprensi\u00f3n lectora\u00bb y as\u00ed \u201cpromover el desarrollo de la lectura y la alfabetizaci\u00f3n\u201d.<\/p>\n

El cap\u00edtulo, extra\u00eddo en gran medida del trabajo te\u00f3rico y emp\u00edrico de los autores en el \u00e1rea (Arf\u00e9 et al. 2018; Fajardo et al. 2013), se organiza a trav\u00e9s de cinco subsecciones, todas las cuales abordan preguntas clave dentro del campo de la simplificaci\u00f3n de textos:<\/p>\n

1) \u00bfPor qu\u00e9 los lectores necesitan textos simplificados?<\/p>\n

2) M\u00e9todos y m\u00e9tricas de la simplificaci\u00f3n de textos<\/p>\n

3) Simplificaci\u00f3n de la coherencia textual<\/p>\n

4) Cuando \u00abm\u00e1s es menos\u00bb: el equilibrio entre complejidad ling\u00fc\u00edstica y cognitiva en los textos<\/p>\n

5) \u00bfPodr\u00eda aplicarse el dise\u00f1o universal a la simplificaci\u00f3n de textos?<\/p>\n

Partiendo de la idea de que la lectura es un medio esencial para \u00abnuestro crecimiento personal y nuestra vida social\u00bb, la primera secci\u00f3n analiza si los lectores con dificultades y los lectores con discapacidades sensoriales, cognitivas o lectoras necesitan textos simplificados, y en qu\u00e9 medida. En la segunda y tercera secci\u00f3n, se contrastan los m\u00e9todos y m\u00e9tricas de la simplificaci\u00f3n ling\u00fc\u00edstica y cognitiva de textos, y la adaptaci\u00f3n cognitiva de textos, cuyo objetivo \u00faltimo es aumentar la coherencia textual.<\/p>\n

El cap\u00edtulo, escrito desde una perspectiva cognitiva, desaf\u00eda algunas de las creencias m\u00e1s s\u00f3lidas en el campo de la simplificaci\u00f3n de textos, introduciendo ideas provocadoras, como en la cuarta secci\u00f3n, \u201cCuando \u00abm\u00e1s es menos\u00bb\u201d, donde los autores sugieren que la simplificaci\u00f3n de textos a menudo implica parad\u00f3jicamente a\u00f1adir y no s\u00f3lo reducir el contenido ling\u00fc\u00edstico del texto, o en la secci\u00f3n final (quinta), donde debaten la idea del dise\u00f1o universal en la simplificaci\u00f3n de textos- explicando por qu\u00e9 la simplificaci\u00f3n universal de textos, apropiada para todos los lectores con dificultades, no es factible.<\/p>\n

Si desea leer el cap\u00edtulo, le mantendremos informado de su pr\u00f3xima publicaci\u00f3n en Tib\u00f3n con la referencia:<\/p>\n

Arf\u00e9, B.,\u00a0Fajardo, I., Vespignani, F (in press). Making texts understandable: The trade-off between linguistic and cognitive text simplification.\u00a0In C. Jim\u00e9nez\u00a0Hurtado & L. Carlucci (Eds.),\u00a0Lectura f\u00e1cil, Procesos y entornos de una modalidad de traducci\u00f3n.\u00a0<\/em>Tib\u00f2n, ULPGC Ediciones, Las Palmas de Gran Canarias.\u00a0<\/strong><\/p>\n

English<\/strong><\/span><\/p>\n

Review of the chapter:<\/p>\n

Arf\u00e9, B.,\u00a0Fajardo, I., Vespignani, F (in press). Making texts understandable: The trade-off between linguistic and cognitive text simplification.\u00a0In C. Jim\u00e9nez\u00a0Hurtado & L. Carlucci (Eds.),\u00a0Lectura f\u00e1cil, Procesos y entornos de una modalidad de traducci\u00f3n.\u00a0<\/em>Tib\u00f2n, ULPGC Ediciones, Las Palmas de Gran Canarias.<\/p>\n

In the chapter that will appear in Tib\u00f2n in autum 2024, the authors (Arf\u00e9, Fajardo and Vespignani, the first two, members of the Lectin network) discuss the methods and purposes of \u00abtext simplification\u00bb or what they prefer to call \u00abtext adaptation\u00bb, as the methodology is \u201cnot intended to eliminate all challenges in the text\u201d (Arf\u00e9 et al. 2018) but to provide all readers with texts that best stimulate their linguistic, cognitive and reading comprehension abilities\u201d and thus \u201cpromote reading development and literacy\u201d.<\/strong><\/p>\n

The chapter, largely drawn from the authors\u2019 theoretical and empirical work in the area (Arf\u00e9 et al.<\/em> 2018; Fajardo et al.<\/em> 2013), is organized through five sub-sections, which all address key questions of the text simplification field:<\/p>\n

1)\u00a0\u00a0\u00a0 Why do readers need simplified texts?<\/p>\n

2)\u00a0\u00a0\u00a0 Methods and metrics of text simplification<\/p>\n

3)\u00a0\u00a0\u00a0 Simplifying text coherence<\/p>\n

4)\u00a0\u00a0\u00a0 When \u201cmore is less\u201d: the trade-off between linguistic and cognitive complexity in texts<\/p>\n

5)\u00a0\u00a0\u00a0 Could universal design apply in text simplification?<\/p>\n

Moving from the idea that reading is an essential means for \u00abour personal growth and social life\u00bb, section 1 discusses whether and to which extent struggling readers and readers with sensory, cognitive or reading disabilities need simplified texts. The methods and metrics of linguistic and cognitive text simplification are contrasted, and cognitive text adaptation, which ultimate goal is to increase text coherence, is described in detail in the second and third sub-section.<\/p>\n

The chapter, written from a cognitive perspective, challenges some of the most robust beliefs in the field of text simplification, introducing provocative ideas, such as in the fourth section, When \u201cmore is less\u201d, <\/em>where the authors suggest that text simplification often paradoxically implies adding and not just reducing the linguistic content of the text, or in the final (fifth) section, where they debate the idea of universal design in text simplification- explaining why universal text simplification, appropriate for all struggling readers, is not feasible.<\/p>\n

If you want to read the chapter, we will keep you posted about its forthcoming publication in Tib\u00f3n with the reference:<\/p>\n

Arf\u00e9, B.,\u00a0Fajardo, I., Vespignani, F (in press). Making texts understandable: The trade-off between linguistic and cognitive text simplification.\u00a0In C. Jim\u00e9nez\u00a0Hurtado & L. Carlucci (Eds.),\u00a0Lectura f\u00e1cil, Procesos y entornos de una modalidad de traducci\u00f3n.\u00a0<\/em>Tib\u00f2n, ULPGC Ediciones, Las Palmas de Gran Canarias.<\/p>\n

 <\/p>\n

B\u00e1rbara Arf\u00e9.<\/strong>\u00a0 Profesora en el Department of Developmental Psychology and Socialisation de la Universit\u00e0 degli Studi di Padova. <\/em>Inmaculada Fajardo<\/strong>. Profesora en el Departamento de Psicolog\u00eda Evolutiva y de la Educaci\u00f3n. Universitat de Val\u00e8ncia. <\/em>Miembros de la Red Lectin.<\/p>\n","protected":false},"excerpt":{"rendered":"

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