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}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {niveles de edu
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3\charscalex100 {semestre; que fueron seleccionados de los 22 prrafos de la versin
original, que cuenta }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscal
ex100 {con 2 escalas paralelas. }\par\pard\li1733\ri0\sl-360\slmult0 \fs24\cf0\f
3\charscalex100 {Los prrafos elegidos incluyen narraciones, exposiciones y descri
pciones, extradas }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100
{de fuentes tales como las ciencias naturales, fsicas, sociales y de la literatu
ra infantil. }\par\pard\li1733\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Al
revisar la literatura infantil y escolar de nuestro medio, encontramos q
ue los }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {conteni
dos utilizados por la prueba de Spache eran similares a los nuestros, por lo que
}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {decidimos con
servar estos contenidos haciendo slo modificaciones en relacin a las }\par\par
d\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {diferencias estructural

es de cada idioma; eliminando aquellos prrafos que tenan }\par\pard\li1026\
ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {contenidos muy especficos de la cu
ltura norteamericana. }\par\pard\li1733\ri0\sl-360\slmult0 \fs24\cf0\f3\charscal
ex100 {A continuacin se describen los aspectos que evala la prueba original
y que }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {fueron
respetados en la adaptacin. }\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\p
ard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs
18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213
\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1044
0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par
\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-280\slmult0 \
fs22\cf0\f2\charscalex100 {3 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn158
40\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
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slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-493\slmult0 \fs24\cf0\f0\charscalex100\
b {Aspectos evaluados por las pruebas }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \
\slmult0 \*\tx1400\fs28\cf0\f2\charscalex100\b {1)}\b0 \tab \fs24\cf0\f0\charsca
lex100\b {Niveles de lectura}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\c
f0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs
18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: E
valuacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult
0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado
}\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pa
rd\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607X}\
tab \fs24\cf0\f0\charscalex100\b {Nivel de instruccin:}\b0 \fs24\cf0\f3\charscal
ex100 { se refiere a la lectura oral de los prrafos, la que informa }
\par\pard\li1400\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {acerca de la cal
idad de lectura, el tipo de errores lectores, la velocidad de lectura y el }\par
\pard\li1400\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {grado de comprensin.
El nivel de instruccin alcanzado por el nio, ser aquel en el }\par\pard\li1400\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {cual cometa un mnimo de errores,

(segn normas del grupo curso), y tenga una }\par\pard\li1400\ri0\sl-293\slmu
lt0 \fs24\cf0\f3\charscalex100 {buena comprensin (desde 55% a 70% segn el curso).
}\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs22\cf0\f6\charscalex100 {\uc1\u
61607X}\tab \fs22\cf0\f0\charscalex100\b {Nivel independiente:}\b0 \fs22\cf0\f3\
charscalex100 { identifica a qu nivel escolar puede el nio leer un prrafo en }\par\
pard\li1400\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {forma silenciosa, c
on fines informativos y de recreacin, obteniendo una buena }\par\pard\li1400
\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {comprensin. Se supone que los nios
pueden leer materiales complementarios con }\par\pard\li1400\ri0\sl-293\slmult0
\fs24\cf0\f3\charscalex100 {buena comprensin en niveles lectores sobre su nivel
de instruccin. }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f6\charsca
lex100 {\uc1\u61607X}\tab \fs24\cf0\f0\charscalex100\b {Nivel potencial:}\b0 \fs
24\cf0\f3\charscalex100 { es la comprensin que el nio puede obtener de prraf
os que el }\par\pard\li1400\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {exa
minador le lee y que son ms difciles que los que el alumno puede leer en forma }\p
ar\pard\li1400\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {oral o silente. Es
to da informacin de cuales son los niveles ms altos de comprensin }\par\pard\li1400
\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {lectora que el nio podra logr
ar, lo cual tiene gran importancia en la enseanza }\par\pard\li1400\ri0\sl-2
93\slmult0 \fs24\cf0\f3\charscalex100 {remedial. }\par\pard\li1026\ri0\sl-213\sl
mult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0
\sl-320\slmult0 \*\tx1400\fs28\cf0\f2\charscalex100\b {2)}\b0 \tab \fs24\cf0\f0\
charscalex100\b \ul {Calidad de la lectura}\b0 \ul0 \par\pard\li1026\ri0\sl-373\
slmult0 \fs24\cf0\f3\charscalex100 {Para determinar la calidad de lectura, se to
man en cuenta los siguientes aspectos: }\par\pard\li1026\ri0\sl-373\slmult0 \*\t
x1600\fs24\cf0\f0\charscalex100\b {a)}\b0 \tab \fs24\cf0\f3\charscalex100\ul {Ti
po le lectura}\ul0 \fs24\cf0\f0\charscalex100\b \ul {: }\b0 \ul0 \par\pard\li102
6\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607X}\tab \fs2
4\cf0\f3\charscalex100 {Lectura deletreante: anlisis letra por letra. }\par\pard\
li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607X}\tab
\fs24\cf0\f3\charscalex100 {Lectura silabeante: decodificacin en base a slabas. }
\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u6
1607X}\tab \fs24\cf0\f3\charscalex100 {Lectura de palabras. }\par\pard\li1026\ri
0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607X}\tab \fs24\cf
0\f3\charscalex100 {Lectura por frases. }\par\pard\li1026\ri0\sl-360\slmult0 \*\
tx1600\fs24\cf0\f0\charscalex100\b {b)}\b0 \tab \fs24\cf0\f3\charscalex100 {Resp
eto de puntuacin: se consigna si el respeto a la puntuacin es frecuente,
}\par\pard\li1600\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {ocasional o ine
xistente. }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1600\fs24\cf0\f0\charscalex1
00\b {c)}\b0 \tab \fs24\cf0\f3\charscalex100 {Entonacin: }\fs24\cf0\f3\charscalex
100 {se}\fs24\cf0\f3\charscalex100 { consigna si se da expresin a lo ledo en forma
frecuente, ocasional }\par\pard\li1600\ri0\sl-293\slmult0 \fs24\cf0\f3\charscal
ex100 {o nunca. }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1600\fs24\cf0\f0\chars
calex100\b {d)}\b0 \tab \fs24\cf0\f3\charscalex100 {Correcciones: se registra
si se corrigen las palabras ledas frecuentemente, }\par\pard\li1600\ri0\sl293\slmult0 \fs24\cf0\f3\charscalex100 {ocasionalmente o nunca. }\par\pard\li102
6\ri0\sl-373\slmult0 \*\tx1600\fs24\cf0\f0\charscalex100\b {e)}\b0 \tab \fs24\cf
0\f3\charscalex100 {Vacilaciones: se consigna la frecuencia con que se presentan
. }\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\sl
mult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\r
i0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs1
8\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\
{4 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn13
3\pard\sect\sectd\sbkpage{\shp
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i0\sl-320\slmult0 \fs24\cf0\f0\charscalex100\b {Errores de lectura}\b0 \par\colu
mn\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\c
14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunic
acin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Al
ejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn12240\
pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\
charscalex100 {En el registro de errores de lectura, se consideran: }\par\pard\l
i1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607X}\tab
\fs24\cf0\f3\charscalex100 {Omisiones de letras, slabas, palabras o frases. }\par
\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61607
X}\tab \fs24\cf0\f3\charscalex100 {Agregados de letras, slabas, palabras o frases
. }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1
\u61607X}\tab \fs24\cf0\f3\charscalex100 {Sustituciones de letra, slabas, palabra
s o frases (visuales, auditivas, indiscriminadas, }\par\pard\li1400\ri0\sl-293\s
lmult0 \fs24\cf0\f3\charscalex100 {por configuracin global, por significado, por
sonido inicial). }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\char
scalex100 {\uc1\u61607X}\tab \fs24\cf0\f3\charscalex100 {Repeticiones de dos o ms
palabras. }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex
100 {\uc1\u61607X}\tab \fs24\cf0\f3\charscalex100 {Inversiones de slabas. }\par\p
ard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18
\cf0\par\pard\li1026\ri0\sl-333\slmult0 \*\tx1400\fs28\cf0\f2\charscalex100\b {3
)}\b0 \tab \fs24\cf0\f0\charscalex100\b {Velocidad de lectura}\b0 \par\pard\li10
26\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Se registra el tiempo de lectu
ra empleado en cada prrafo. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-333\slmult0 \*\tx1
400\fs28\cf0\f2\charscalex100\b {4)}\b0 \tab \fs24\cf0\f0\charscalex100\b {Compr
ensin de lectura}\b0 \par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex1
00 {Se realizan de 7 a 8 preguntas por prrafo, registrando las respuestas en form
a textual. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl
-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-333\slmult0 \*\tx1400\fs28\cf0\f2\
charscalex100\b {5)}\b0 \tab \fs24\cf0\f0\charscalex100\b {Actitud del nio}\b0 \p
ar\pard\li1026\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Se registra la
actitud del nio durante el examen respecto a: atencin, motivacin, }\par\pard\

li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {reacciones emocionales, re
laciones interpersonales y conducta. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\
cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-346\slmu
lt0 \*\tx1400\fs28\cf0\f2\charscalex100\b {6)}\b0 \tab \fs24\cf0\f0\charscalex10
0\b {Conclusiones diagnsticas}\b0 \par\pard\li1026\ri0\sl-360\slmult0 \fs22\cf0\f
3\charscalex100 {Se realiza un diagnstico que implica un juicio cualitativ
o que integra los diferentes }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f
3\charscalex100 {aspectos evaluados del proceso lector: niveles de lectura
, velocidad, calidad, errores y }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\c
f0\f3\charscalex100 {comprensin. Al concluir se utilizan las siguientes categoras:
}\par\pard\li1400\ri0\sl-360\slmult0 \*\tx1760\fs24\cf0\f0\charscalex100\b {a)}
\b0 \tab \fs24\cf0\f0\charscalex100\b {Buen lector}\b0 \fs24\cf0\f3\charscalex10
0 {: si tiene una adecuada calidad lectora, velocidad y comprensin, }\par
\pard\li1760\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {superiores al promed
io estimado para su curso y con escasos errores. }\par\pard\li1400\ri0\sl-360\sl
mult0 \fs24\cf0\f0\charscalex100\b {b)}\b0 { }\fs24\cf0\f0\charscalex100\b {Lect
or promedio}\b0 \fs24\cf0\f3\charscalex100 {: si tiene un rendimiento en los dis
tintos aspectos en relacin al }\par\pard\li1760\ri0\sl-293\slmult0 \fs24\cf0\f3\c
harscalex100 {promedio de su curso. }\par\pard\li1400\ri0\sl-373\slmult0 \*\tx17
60\fs22\cf0\f0\charscalex100\b {c)}\b0 \tab \fs22\cf0\f0\charscalex100\b {Retras
o lector}\b0 \fs22\cf0\f3\charscalex100 {: si presenta un rendimiento inferi
or al que corresponde a su }\par\pard\li1760\ri0\sl-293\slmult0 \fs24\cf0\f3
\charscalex100 {grupo curso en los aspectos evaluados. }\par\pard\li1400\ri0\sl360\slmult0 \*\tx1760\fs24\cf0\f0\charscalex100\b {d)}\b0 \tab \fs24\cf0\f0\char
scalex100\b {Con problemas especficos}\b0 \fs24\cf0\f3\charscalex100 {: si pre
senta errores sistemticos, del tipo de }\par\pard\li1760\ri0\sl-293\slmult0 \
fs22\cf0\f3\charscalex100 {omisiones, agregados, inversiones, sustituciones
y/o una baja comprensin }\par\pard\li1760\ri0\sl-293\slmult0 \fs24\cf0\f3\char
scalex100 {lectora. }\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
0440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\
par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult
0 \fs18\cf0\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\s
l-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-280\slmult0 \fs22\cf0\f2\charsca
lex100 {5 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\marg
rsxn133\pard\sect\sectd\sbkpage{\shp
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7;32768}}

7;32768}}
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b {Forma de aplicacin }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\
pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\
par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin
Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12
\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\p
ard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li17
33\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {La prueba es aplicada en forma
individual a nios de 1 a 8 bsico, pudiendo ser }\par\pard\li1026\ri0\sl-293\slmult0
\fs24\cf0\f3\charscalex100 {utilizada con jvenes de educacin media que presentan
dificultades lectoras. }\par\pard\li1733\ri0\sl-373\slmult0 \fs24\cf0\f3\chars
calex100 {Su tiempo aproximado de aplicacin es de 30 minutos. }\par\pard\li1026\r
d\li1026\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {Tipo de norma }\b0 \pa
r\pard\li1733\ri0\sl-373\slmult0 \fs22\cf0\f3\charscalex100 {Se compara el rendi
miento del nio en puntajes brutos con los promedios (X) y las }\par\pard\li1026\r
i0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {desviaciones estndar (DS) que apa
recen en las tablas de resultados, considerando el }\par\pard\li1026\ri0\sl
-293\slmult0 \fs24\cf0\f3\charscalex100 {tipo de establecimiento educacional del
alumno. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-2
13\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex1
00\b {Materiales requeridos para la administracin }\b0 \par\pard\li1733\ri0\sl-37
3\slmult0 \fs24\cf0\f3\charscalex100 {Para la aplicacin de la prueba es necesario
contar con: }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1426\fs24\cf0\f5\charscal
ex100 {\uc1\u61623X}\tab \fs24\cf0\f3\charscalex100 {Cuadernil o de textos para
el nio. }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1426\fs24\cf0\f5\charscalex100
{\uc1\u61623X}\tab \fs24\cf0\f3\charscalex100 {Manual de administracin. }\par\par
d\li1026\ri0\sl-386\slmult0 \*\tx1426\fs24\cf0\f5\charscalex100 {\uc1\u61623X}\t
ab \fs24\cf0\f3\charscalex100 {Tablas de correccin. }\par\pard\li1026\ri0\sl-360\
slmult0 \*\tx1426\fs24\cf0\f5\charscalex100 {\uc1\u61623X}\tab \fs24\cf0\f3\char
scalex100 {Cronmetro. }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1426\fs22\cf0\f5\
charscalex100 {\uc1\u61623X}\tab \fs22\cf0\f3\charscalex100 {Protocolo de regis
tro, el que incluye los textos de lectura, las preguntas de }\par\pard
\li1426\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {comprensin y una hoja de r
esumen y conclusiones. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\l
i1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\
f0\charscalex100\b {Etapa 3: Aplicacin }\b0 \par\pard\li1733\ri0\sl-373\slmult0 \
fs22\cf0\f3\charscalex100 {La aplicacin de la prueba fue realizada por los
investigadores en los }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charsc
alex100 {establecimientos educacionales, con la colaboracin de alumnos de l
a Carrera de }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {
Fonoaudiologa, de la Universidad de Chile, entre los aos 1982 y }\fs24\cf0\f3\char
scalex100 {1984.}\fs24\cf0\f3\charscalex100 { }\par\pard\li1026\ri0\sl-213\slmul
-306\slmult0 \fs22\cf0\f3\charscalex100 {Cada nio ley individualmente el prrafo que
corresponda a su nivel de escolaridad y }\par\pard\li1026\ri0\sl-293\slmult0 \fs
22\cf0\f3\charscalex100 {uno o dos prrafos de cursos superiores e inferiore
s, con el fin de poder realizar un }\par\pard\li1026\ri0\sl-293\slmult0 \fs24
\cf0\f3\charscalex100 {anlisis de la complejidad creciente de los prrafos (Tabla 2
). }\par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-213\slm
ult0 \fs18\cf0\par\pard\li1733\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {A
los nios se les dieron las siguientes instrucciones: }\par\pard\li1026\ri0\sl-360
\slmult0 \*\tx1426\fs22\cf0\f5\charscalex100 {\uc1\u61623X}\tab \fs22\cf0\f3\cha
rscalex100 {\uc1\u8220XLee este prrafo en voz alta, lo mejor que puedas; si encue
ntras algunas palabras }\par\pard\li1426\ri0\sl-293\slmult0 \fs22\cf0\f3\charsca
lex100 {que no conoces, trata de leerlas y sigue adelante. Cuando termines de le
er, te voy a }\par\pard\li1426\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {ha
cer algunas preguntas\uc1\u8221X. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0
\f3\charscalex100 {El examinador registr la actitud del nio frente al examen, la c
alidad de lectura, }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex1
00 {la velocidad, el tipo de errores y la comprensin. }\par\pard\li10440\ri0\sl-2
ar\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-253\slmult0
\fs22\cf0\f2\charscalex100 {6 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn1
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b {Etapa 4: Anlisis de resultados }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \f
s18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult
0 \fs18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatu
ra: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\s
lmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mel
lado }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn1
33\pard\li1733\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Para el anlisis de
los resultados se utilizaron estadsticas de tendencia central y }\par\pard\li102
6\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {dispersin, para los grupos forma
dos por cursos, prrafos y categora fiscal y particular. }\par\pard\li1733\ri0\sl-2
93\slmult0 \fs22\cf0\f3\charscalex100 {La comparacin entre grupos se realiz se
gn la prueba T con correccin de }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0
\f3\charscalex100 {Welch, y un 95% de seguridad. }\par\pard\li1733\ri0\sl-360\sl
mult0 \fs22\cf0\f3\charscalex100 {La organizacin secuencial de los prrafos po
r complejidad creciente se estudi }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\c
f0\f3\charscalex100 {comparando el rendimiento de los distintos cursos en r
elacin a cada prrafo, y el }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\ch
arscalex100 {rendimiento por curso en los diferentes prrafos ledos. }\par\pard\li1
r\pard\li1026\ri0\sl-320\slmult0 \fs24\cf0\f0\charscalex100\b {RESULTADOS }\b0 \
\*\tx1400\fs24\cf0\f0\charscalex100\b {1.}\b0 \tab \fs24\cf0\f0\charscalex100\b
{Actitud frente a la lectura }\b0 \par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\
f3\charscalex100 {En todos los cursos se dio con mayor frecuencia una actitud ad
ecuada frente a la }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex1
00 {lectura, con buena atencin, motivacin, agrado y cooperacin ( 70% a 100%). }\par
\pard\li1733\ri0\sl-373\slmult0 \fs22\cf0\f3\charscalex100 {En porcentajes meno
res se dieron actitudes de ansiedad, tensin, rechazo e }\par\pard\li1026\ri
0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {indiferencia frente a la lectura. C
abe sealar que estas actitudes negativas disminuyeron }\par\pard\li1026\ri0\sl-29
3\slmult0 \fs24\cf0\f3\charscalex100 {significativamente a partir de 2 bsico. }\pa
r\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Se observ una dife
rencia significativa entre colegios particulares y fiscales, }\par\pard\li1
026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {presentando los particulares
en mayor proporcin una actitud adecuada en todos los }\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {cursos. }\par\pard\sect\sectd\sbknone
\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1733\colsr-0\c
olno2\colw9706\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-2
00\b {2.}\b0 \par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\b {a
)}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\
slmult0 \fs18\cf0\par\pard\li0\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {
Calidad de lectura }\b0 \par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex
100\b {Tipo de lectura:}\b0 \fs24\cf0\f3\charscalex100 { sta mejora en forma prog
resiva al avanzar en escolaridad. }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3
\charscalex100 {Al comparar los rendimientos de los alumnos de colegios fiscales
y particulares, se }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\margls
xn666\margrsxn133\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {vio
que un mayor porcentaje de alumnos de colegios fiscales presentaron mejor calid
ad }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {de lectura e
n los cursos de 1 y 2, en tanto que en los nios de colegios particulares }\par\pard
\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {presentaron en mayor porc
entaje mejores niveles lectores en los cursos de 5 bsico en }\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {adelante, no encontrndose diferencias
entre 3 y 4. }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\mar
grsxn133\cols2\colno1\colw1733\colsr-0\colno2\colw9706\pard\li1026\ri0\sl-213\sl
\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {b)}\b0 \par\column\pard\li0\ri0\sl
-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri
0\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {Puntuacin:}\b0 { }\fs24\cf0\f3\cha

rscalex100 {se observ falta de respeto de puntuacin en 1 bsico, tanto fiscal }\par\p
ard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li10
26\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {como particular, siendo ocasio
nal desde 2 bsico y frecuente desde 3 bsico. A partir }\par\pard\li1026\ri0\sl-293\s
lmult0 \fs22\cf0\f3\charscalex100 {de 2 bsico se empieza a ,marcar una dife
rencia entre los colegios fiscales y }\par\pard\li1026\ri0\sl-293\slmult0 \
fs22\cf0\f3\charscalex100 {particulares, mostrando estos ltimos
un
mayor
respeto de puntuacin en forma }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\
charscalex100 {frecuente (desde 70 a 90% en los diferentes cursos), en tanto que
los fiscales la mayora }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charsca
lex100 {respet en forma ocasional o no respet la puntuacin.}\par\pard\sect\sectd\sb
knone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1733\cols
r-0\colno2\colw9706\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f0\charsc
alex100\b {c)}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0
\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-293\slmult0 \fs24\cf0\f0\chars
calex100\b {Entonacin:}\b0 \fs24\cf0\f3\charscalex100 { en los cursos 1 y 2 la
entonacin es ocasional, siendo }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghs
xn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\char
scalex100 {marcadamente mejor desde 3 bsico, encontrndose un mejor rendimient
o en este }\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\s
l-426\slmult0 \fs22\cf0\f2\charscalex100 {7 }\par\pard\sect\sectd\sbknone\pgwsxn
12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
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3\margtsxn666\margbsxn173\pard\li6306\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li63
\pard\li6306\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin
2\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\
pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs2
4\cf0\f3\charscalex100 {aspecto en colegios particulares, siendo la mayora de
tipo expresivo, en tanto que en }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\c
f0\f3\charscalex100 {colegios fiscales se observa un rendimiento variable en los
distintos cursos evaluados.}\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn1584
0\marglsxn666\margrsxn133\cols2\colno1\colw1733\colsr-0\colno2\colw9706\pard\li1
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\ri0\sl-360\slmult0 \fs24\cf0\f0\charscalex100\b {Correcciones:}\b0 \fs24\cf0\f3
\charscalex100 { las correcciones en la lectura se dan en todos los cursos en fo
rma }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn13
3\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {ocasional en porcen
tajes que varan entre un 40 y 80% segn el curso, sin tener relacin }\par\pard\li102
6\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {con el nivel escolar. En los
nios de colegios particulares se observa una tendencia }\par\pard\li1026
\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {menor a corregir.}\par\pard\sect
\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw
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f0\charscalex100\b {e)}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par
\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-306\slmult0 \fs24\cf0
\f0\charscalex100\b {Vacilaciones:}\b0 \fs24\cf0\f3\charscalex100 { los nios v
acilan al leer en forma ocasional, en porcentajes que }\par\pard\sect\sectd\
sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-293\s
lmult0 \fs24\cf0\f3\charscalex100 {van de un 24 a 60% en cursos desde 3 a 8 (60 a
20% aproximadamente). Se observ }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3
\charscalex100 {una marcada diferencia entre colegios fiscales y particula
res, presentando los primeros }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f
3\charscalex100 {un mayor porcentaje de nios que vacilan al leer.}\par\pard\sect\
sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1
733\colsr-0\colno2\colw9706\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li
0\charscalex100\b {3.}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\
f0\charscalex100\b {Velocidad de la lectura }\b0 \par\pard\li0\ri0\sl-360\slmult
0 \fs24\cf0\f3\charscalex100 {En la Tabla 3, se presenta la velocidad de lectura
de los prrafos ledos por nios }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn1584
0\marglsxn666\margrsxn133\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex
100 {de establecimientos fiscales y particulares, correspondientes a su nivel es
colar. }\par\pard\li1733\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Se obser
va que la velocidad de lectura de los prrafos mejora progresivamente al }\par\par
d\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {avanzar en escolaridad.
}\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Al comparar los
rendimientos de ambos establecimientos, encontramos diferencias }\par\pard\li10
26\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {significativas a favor de los
fiscales, solo en 1 (primer semestre) y desde 3 (segundo }\par\pard\li1026\ri0\sl293\slmult0 \fs24\cf0\f3\charscalex100 {semestre bsico) hasta 8, se observa consis
tentemente una mayor rapidez en la lectura }\par\pard\li1026\ri0\sl-293\slmult0
\fs24\cf0\f3\charscalex100 {en nios de colegios particulares. En los cursos de 1 (
segundo semestre), 2 (primer }\fs24\cf0\f3\charscalex100 {y}\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {segundo semestre) y 3 (primer semestre
), no se encontraron diferencias significativas. }\par\pard\sect\sectd\sbknone\p
gwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1733\colsr-0\col
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-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex10
0\b {Errores de lectura }\b0 \par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\chars
calex100 {Al realizar la comparacin de los rendimientos de los diferentes
cursos en cada }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn6
66\margrsxn133\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {prrafo,
se observ que el nmero de errores disminuye progresivamente al avanzar en }\par\p
ard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {escolaridad, siendo es
ta tendencia ms significativa en los 3 primeros cursos. }\par\pard\li1733\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li17
33\ri0\sl-306\slmult0 \fs22\cf0\f3\charscalex100 {En la tabla 4, se observa
la cantidad de errores de lectura de nios de }\par\pard\li1026\ri0\sl-29
3\slmult0 \fs24\cf0\f3\charscalex100 {establecimientos fiscales y particulares

en el prrafo que les corresponde segn nivel }\par\pard\li1026\ri0\sl-293\sl
mult0 \fs24\cf0\f3\charscalex100 {escolar. }\par\pard\li1733\ri0\sl-213\slmult0
\fs18\cf0\par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-30
6\slmult0 \fs22\cf0\f3\charscalex100 {Al comparar la cantidad de errores que pre
sentan los nios de colegios fiscales y }\par\pard\li1026\ri0\sl-293\slmult0 \fs22
\cf0\f3\charscalex100 {particulares vemos que no hay diferencias significativas
en los primeros semestres de 1 }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\
charscalex100 {y 2 ao, y en los dos semestres de 3. Se encontraron diferencias muy
significativas en }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex10
0 {los segundos semestres de 1 y 2 ao, y en los cursos de 4 y 8 bsico, presentando }\p
ar\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {menos errores los
nios de colegios particulares. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\
charscalex100 {Es importante destacar que la desviacin estndar es en general
mayor en los }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {c
ursos de colegios fiscales, lo cual apunta a una mayor heterogeneidad de los mis
mos. }\par\pard\li10440\ri0\sl-346\slmult0 \fs22\cf0\f2\charscalex100 {8 }\par\p
ard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect
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4\cf0\f3\charscalex100 {En la Tabla 5, se observan los tipos de errores
por prrafo, segn curso de }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\char
scalex100 {establecimientos fiscales y particulares. }\par\pard\li1733\ri0\sl-36
0\slmult0 \fs22\cf0\f3\charscalex100 {Vemos que los errores ms frecuentes s
on las sustituciones de letras, slabas o }\par\pard\li1026\ri0\sl-293\slmult
0 \fs24\cf0\f3\charscalex100 {palabras, las cuales fueron en su mayora sustit
uciones indiscriminadas o po}\fs24\cf0\f3\charscalex100 {r}\par\pard\li1026\ri
0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {configuracin global. Las sustituci
ones por confusiones visuales o auditivas se }\par\pard\li1026\ri0\sl-293\sl
mult0 \fs22\cf0\f3\charscalex100 {presentaron con mayor frecuencia slo en los
cursos de 1 bsico, constituyendo }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf

0\f3\charscalex100 {aproximadamente el 40% de las sustituciones en ese nivel esc
olar. En los cursos de 2 a }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\char
scalex100 {8 bsico estas confusiones se presentan en porcentajes que van desde un
5 a un 15%. }\par\pard\li1733\ri0\sl-346\slmult0 \fs22\cf0\f3\charscalex100 {Los
errores como inversiones se presentan con mayor proporcin slo en los }\pa
r\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {cursos de 1 y 2 bsico,
y aisladamente en otros cursos superiores. }\par\pard\sect\sectd\sbknone\pgwsxn
12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1733\colsr-0\colno2\c
olw9706\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmu
lt0 \fs18\cf0\par\pard\li1026\ri0\sl-320\slmult0 \fs24\cf0\f0\charscalex100\b {5
.}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\
slmult0 \fs18\cf0\par\pard\li0\ri0\sl-320\slmult0 \fs24\cf0\f0\charscalex100\b {
Comprensin de lectura }\b0 \par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscal
ex100 {En la Tabla 6 se observa la comprensin de lectura de nios de establecimient
os }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133
\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {fiscales y particula
res, en el prrafo que les corresponde segn nivel escolar. }\par\pard\li1733\ri0\sl
-373\slmult0 \fs24\cf0\f3\charscalex100 {Al analizar la comprensin lectora de
cada prrafo ledo por nios de diferentes }\par\pard\li1026\ri0\sl-293\slmult0 \f
s22\cf0\f3\charscalex100 {cursos, vemos que la comprensin aumenta significativame
nte al avanzar en escolaridad }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\
charscalex100 {hasta los curso s de 3 bsico. Desde 4 en adelante se observan difere
ntes porcentajes }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100
{de comprensin segn el prrafo ledo. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\
f3\charscalex100 {Al comparar la comprensin lectora de nios de establecimien
tos fiscales y }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100
{particulares, vemos una marcada diferencia, siendo en general, mejor la compre
nsin en }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {colegios
particulares, la cual en la mayora de los prrafos es superior al 70%, lo cual es
}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {semejante a los
niveles de comprensin lograda por los nios norteamericanos. }\par\pard\li1733\ri0
\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {En los colegios fiscales la comprens
in de lectura es comparativamente mejor en }\par\pard\li1026\ri0\sl-293\slmult0 \
fs22\cf0\f3\charscalex100 {los cursos de 1 a 3 bajando los porcentajes de comprens
in significativamente en los }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\ch
arscalex100 {cursos de 4 en adelante, alcanzando en algunos cursos menos del 50%.
}\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Los prrafos d
e 1 y 7 bsico aparecen con porcentajes bajo 50%, tanto en }\par\pard\li1026\
ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {fiscales como particulares, lo cu
al apunta a un nivel de complejidad mayor. }\par\pard\sect\sectd\sbknone\pgwsxn1
2240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw1733\colsr-0\colno2\co
lw9706\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmul
t0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {6.
}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\s
lmult0 \fs18\cf0\par\pard\li0\ri0\sl-306\slmult0 \fs24\cf0\f0\charscalex100\b {D
iscusin }\b0 \par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Los d
atos obtenidos, constituyen una normativa preliminar, debido al tipo de }
\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\par
d\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {muestra utilizado, sin
embargo, nos permiten sacar algunas conclusiones, que debern }\par\pard\li1
026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {ser analizadas en estudios po
steriores. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {De l
os resultados podemos concluir que si bien existe en general una ordenacin }\par\
pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {de los prrafos por
complejidad creciente, sta no se dara en los prrafos }\par\pard\li1026\ri0\sl
-293\slmult0 \fs24\cf0\f3\charscalex100 {correspondientes a los dos semestre
s de 2 y 3 aos respectivamente, lo cual }\par\pard\li1026\ri0\sl-293\slmult0
\fs22\cf0\f3\charscalex100 {justificara su inclusin slo como prrafos alternativos.
De este mismo modo parece }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\
charscalex100 {difcil diferenciar entre prrafos asignados a cursos superiores a 5 ao

. }\par\pard\li10440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-213\sl
i0\sl-213\slmult0 \fs18\cf0\par\pard\li10440\ri0\sl-306\slmult0 \fs22\cf0\f2\cha
rscalex100 {9 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\
margrsxn133\pard\sect\sectd\sbkpage{\shp
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f0\par\pard\li6306\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li6306\ri0\sl-400\slmul
t0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y C
omunicacin }\par\pard\li6773\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docen
tes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li1733\ri0\sl-213\slmult
0 \fs18\cf0\par\pard\li1733\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {Esto
podra explicarse en parte, por la utilizacin de estructuras gramaticales }\p
ar\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {semejantes en dic
hos cursos, y adems por el hecho de que las estructuras de }\par\pard\li1
026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {pensamiento de los nios se enc

ontraran tambin en etapas de desarrol o similares. }\par\pard\li1733\ri0\sl-360\sl
mult0 \fs22\cf0\f3\charscalex100 {El anlisis del nivel lector de los nios
de la muestra, nos indica que ellos }\par\pard\li1026\ri0\sl-293\slmult0 \
fs22\cf0\f3\charscalex100 {manejaban en forma adecuada las combinaciones fonemtic
as utilizadas en los prrafos }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\ch
arscalex100 {de cada curso, y la frecuencia de errores era muy similar a la de n
ios norteamericanos, }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex
100 {mantenindose ambas a nivel bajo. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\
cf0\f3\charscalex100 {Al comparar la calidad y nivel lector de los nios de
colegios fiscales y }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charsc
alex100 {`particulares, se observan diferencias importantes, destacndose el hecho
que los nios }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {de
colegios fiscales de 1 y 2 bsico tienen una mejor calidad y nivel lector
que los }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {nios
de colegios particulares, teniendo estos ltimos mejores rendimientos }\par\
pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {sistemticamente a part
ir de 5 bsico. }\par\pard\li1733\ri0\sl-346\slmult0 \fs22\cf0\f3\charscalex100 {Es
to podra apuntar por un lado a la aplicacin de diferentes metodologas de }\p
ar\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {enseanza de la l
ectura, y por otro a una diferenciada estimulacin psicosocial, que }\par\par
d\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {favorece a los nios de co
legios particulares. Esto se ve corroborado en parte al analizar }\par\pard\li10
26\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {la comprensin de lectura. }\par
\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Sorprenden los bajo
s porcentajes de comprensin lectora logrados por los nios }\par\pard\li1026\
ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {de colegios fiscales, que contras
ta con los altos porcentajes obtenidos por los nios de }\par\pard\li1026\ri0\sl-2
93\slmult0 \fs24\cf0\f3\charscalex100 {colegios particulares desde el 2 semestre
de 1 bsico. }\par\pard\li1733\ri0\sl-373\slmult0 \fs22\cf0\f3\charscalex100 {Esto
s resultados ponen en evidencia el impacto de los factores ambientales en el }\p
ar\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {desarrollo del nio
, ya que en ambos establecimientos educacionales los logros en }\par\par
d\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {comprensin lectora no mu
estran diferencia significativa al inicio de 1 bsico, }\par\pard\li1026\ri0\s
l-293\slmult0 \fs24\cf0\f3\charscalex100 {enfrentando al proceso lector con simi
lares disposiciones evolutivas. }\par\pard\li1733\ri0\sl-346\slmult0 \fs22\cf0\f
3\charscalex100 {La baja comprensin alcanzada por alumnos de colegios fisca
les del 2 ciclo de }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscale
x100 {enseanza bsica, debiera ser objeto de estudios ms profundos, considerando q
ue en }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {dichos cu
rsos la comprensin es fundamental para el rendimiento acadmico y debera }\par\pard
\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {estar lograda al menos so
bre el 50% en cualquier tipo de prrafo. }\par\pard\li1733\ri0\sl-213\slmult0 \fs1
8\cf0\par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-306\sl
mult0 \fs22\cf0\f3\charscalex100 {Los nios de colegios particulares mantiene
n un buen nivel de comprensin }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f
3\charscalex100 {lectora en dichos cursos. }\par\pard\li1733\ri0\sl-360\slmult0
\fs22\cf0\f3\charscalex100 {Las importantes diferencias encontradas entre nios de
distintos establecimientos }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\ch
arscalex100 {educacionales correspondientes a diferentes niveles socioeconmi
cos, requiere la }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex1
00 {utilizacin de normas separadas para cada subgrupo. }\par\pard\li1733\ri0\sl-3
73\slmult0 \fs22\cf0\f3\charscalex100 {El uso ms recomendable de las escala
s de Spache, es como un mtodo de }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\
cf0\f3\charscalex100 {evaluacin, que permita identificar en forma rpida y opo
rtuna a los escolares que }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\
charscalex100 {presentan rendimientos lectores bajo el promedio alcanzado po
r nios considerados }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex
100 {como buenos lectores. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\cha
rscalex100 {As tambin, la comparacin con otros grupos curso, le facilita al profeso
r, evaluar }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {en f
orma ms objetiva el rendimiento lector de sus alumnos y le permitir contar con una
}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {evaluacin de re
ferencia para controlar los avances peridicos de los nios. }\par\pard\li10333\ri0\
sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-240\slmult0 \fs22\cf0\f2\charsc
alex100 {10 }\par\pard\sect\sectd\sbkpage{\shp
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4\cf0\f3\charscalex100 {El tener prrafos secuenciados hasta 8 bsico, permite
evaluar los diferentes }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\chars
calex100 {tipos de lectura que plantea Spache: lectura de instruccin, independien
te y potencial. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100
{Es importante sealar la necesidad de implementar estos tres tipos de lectura, ya
}\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {que la lectura
potencial desarrol a fundamentalmente la comprensin del lenguaje oral, }\par\pa
rd\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {elemento bsico para pode
r leer un prrafo con significacin del contenido. Esto, aparece }\par\pard\li1026\r
i0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {como especialmente relevante, al
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s24\cf0\f3\charscalex100 {utilizada con jvenes de educacin media que presentan ret
rasos lectores. }\par\pard\li1733\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100
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\f3\charscalex100 {siguientes instrucciones: }\par\pard\li1026\ri0\sl-213\slmult
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o mejor que puedas, si encuentras algunas palabras que }\par\pard\li1026\ri0\sl306\slmult0 \fs22\cf0\f3\charscalex100 {no conoces, trata de leerlas y sigue ade
lante. Cuando termines de leer, te voy a hacer }\par\pard\li1026\ri0\sl-306\slmu
lt0 \fs24\cf0\f3\charscalex100 {algunas preguntas\uc1\u8221X. }\par\pard\li1733\
rscalex100 {Si la lectura es adecuada, en relacin a cantidad de errores y compren
sin lograda }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {en r
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}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {superior al c
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l-360\slmult0 \fs22\cf0\f3\charscalex100 {En el caso que el nio fracase en el pri
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2\cf0\f3\charscalex100 {comprensin se le hace leer el prrafo inmediatamente i
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harscalex100 {hasta establecer el nivel de instruccin. }\par\pard\li1026\ri0\sl-3
60\slmult0 \fs24\cf0\f0\charscalex100\b \ul {El nivel de instruccin}\b0 \ul0 \fs2
4\cf0\f3\charscalex100 { ser aquel donde el nio comete un nmero de errores igual o
}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {inferior al del
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0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {En este nivel se determina la calid
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{\sp{\sn lineWidth}{\sv 9525}}
{\sp{\sn lineColor}{\sv 0}}
{\sp{\sn lineDashing}{\sv 0}}
{\sp{\sn pVerticies}{\sv 8;2;(0,0);(80,186);}}
{\sp{\sn pSegmentInfo}{\sv 2;5;16384;45824;1;45824;32768}}
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{\sp{\sn pVerticies}{\sv 8;85;(26,26);(26,26);(40,26);(40,26);(40,13);(53,13);(5
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b {ERRORES: }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\
li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferenc
ial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\c
harscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\
sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl
-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
026\ri0\sl-306\slmult0 \*\tx1426\*\tx3080\fs24\cf0\f5\charscalex100 {\uc1\u61623
X}\tab \fs24\cf0\f0\charscalex100\b \ul {OMISIONES}\b0 \ul0 \fs24\cf0\f0\charsca
lex100\b \ul {:}\b0 \ul0 \tab \fs24\cf0\f3\charscalex100 {se encierra en un crcul
o la parte de la palabra o grupo de palabras }\par\pard\li1426\ri0\sl-293\slmult
0 \fs24\cf0\f3\charscalex100 {omitidas. La omisin de un grupo de palabras se cuen
ta como un error. }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn
666\margrsxn133\cols2\colno1\colw6786\colsr-0\colno2\colw4653\pard\li3960\ri0\sl
-413\slmult0 \fs24\cf0\f3\charscalex100 {Ejemplo: Un }{\sub \fs20\cf0\f3\chars
calex100 {da}}\par\pard\li5573\ri0\sl-226\slmult0 \fs20\cf0\f2\charscalex100 {s }
\par\column\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Rodrigo }\pa
r\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\l
i1026\ri0\sl-480\slmult0 \*\tx1426\fs24\cf0\f5\charscalex100 {\uc1\u61623X}\tab
\fs24\cf0\f0\charscalex100\b {Adiciones:}\b0 \fs24\cf0\f3\charscalex100 { se esc
ribe la palabra o parte de la palabra agregada. }\par\pard\li4720\ri0\sl-360\slm
ult0 \fs24\cf0\f3\charscalex100 {Ejemplo: Baja}\fs24\cf0\f3\charscalex100 { }\f
s24\cf0\f3\charscalex100 { slo }\par\pard\li5240\ri0\sl-373\slmult0 \fs24\cf0\f3\
charscalex100 {
lo
}\par\pard\li1026\ri0\sl-373\slmult0 \*\tx142
6\fs24\cf0\f5\charscalex100 {\uc1\u61623X}\tab \fs24\cf0\f0\charscalex100\b {Sus
tituciones:}\b0 \fs24\cf0\f3\charscalex100 { se tacha la palabra impresa y se es
cribe la palabra sustituida. }\par\pard\li3946\ri0\sl-373\slmult0 \fs24\cf0\f3\c
harscalex100 {Ejemplo: La vaca vive en el campo }\par\pard\sect\sectd\sbknone\pg
o2\colw4746\pard\li5280\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {
est }
\par\column\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {
cambo }
f0\par\pard\li1733\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {Se cuenta cada
sustitucin como un error, an cuando pueden estar involucradas }\par\pard\li1026\r
i0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {varias palabras. }\par\pard\li1733
\ri0\sl-373\slmult0 \fs22\cf0\f3\charscalex100 {No se corrige al estudiante y no
se le dicen las palabras a menos que est muy }\par\pard\li1026\ri0\sl-293\slmult
0 \fs24\cf0\f3\charscalex100 {ansioso. Al decirle la palabra se cuenta como un e
rror. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {No se cu
entan errores repetidos de pronunciacin del mismo nombre propio, }\par\pard\
li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {como: Roberto, Mara, Rod

rigo, contndose slo la primera vez que la palabra se lee }\par\pard\li102
6\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {equivocadamente. }\par\pard\li1
026\ri0\sl-373\slmult0 \*\tx1426\*\tx3213\fs22\cf0\f5\charscalex100 {\uc1\u61623
X}\tab \fs22\cf0\f0\charscalex100\b {Repeticiones:}\b0 \tab \fs22\cf0\f3\charsca
lex100 {se cuentan cuando se repiten 2 o ms palabras, las cuales se }\par
\pard\li1426\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {subrayan con una fle
cha. La repeticin de una sola palabra no se considera un error. }\par\pard\li4453
\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Ejemplo: Vio una luz roja }\par\
8\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {Si el nio
repite un grupo de palabras varias veces, se indica con varias flechas,
}\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {contabilizando
cada flecha como otro error. }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1426\fs2
2\cf0\f5\charscalex100 {\uc1\u61623X}\tab \fs22\cf0\f0\charscalex100\b \ul {Inve
rsiones:}\b0 \ul0 \fs22\cf0\f3\charscalex100 { se escribe la letra, slaba o palab
ra invertida, sealando la direccin de }\par\pard\li1426\ri0\sl-293\slmult0 \fs24\c
f0\f3\charscalex100 {la inversin con una flecha. }\par\pard\li4386\ri0\sl-373\slm
ult0 \fs24\cf0\f3\charscalex100 {Ejemplo: Subi en el carro }\par\pard\li5586\ri0\
sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
(}\fs24\cf0\f3\charscalex10
0 {le}\fs24\cf0\f3\charscalex100 {) }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\c
t0 \fs24\cf0\f3\charscalex100 {No se consideran errores: }\par\pard\li1026\ri0\s
l-373\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs24\cf0\f
3\charscalex100 {Las fallas de pronunciacin culturales. }\par\pard\li1026\ri0\sl360\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs24\cf0\f3\
charscalex100 {Las vacilaciones. }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\
fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs24\cf0\f3\charscalex100 {Las aut
ocorrecciones del nio. }\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\l
0\f2\charscalex100 {19 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\mar
glsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
\jpegblip
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}}}}
7;32768}}
b {Para determinar el nivel independiente }\b0 \par\column\pard\li0\ri0\sl-213\s
{Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0
\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta B
elmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\
margrsxn133\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-213\
{Se presenta al nio, para ser ledo en forma silenciosa, el texto del nive
l }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {inmediatament
e superior a su nivel de instruccin, es decir, el prximo prrafo sobre el }\par\pard
\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {punto de fracaso de lec
tura oral. Si el nio pide ayuda para leer alguna palabra, se le }\par\p
ard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {dice que lo intente so
lo y que siga adelante. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charsc
alex100 {Cuando haya terminado de leer, se registra el tiempo, y se le hacen las
preguntas }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {de c
omprensin. }\par\pard\li1733\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {Si el
nio muestra una comprensin adecuada segn la norma dada por el grupo }\par\pard\li1
026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {de referencia, se le presenta
el texto que sigue, y as sucesivamente hasta que no logre }\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {el mnimo de comprensin determinado para
ese prrafo. }\par\pard\li1733\ri0\sl-373\slmult0 \fs22\cf0\f3\charscalex100 {El
nivel de lectura independiente o silenciosa, ser el correspondiente al l
timo }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {prrafo en e
l cual logra una comprensin satisfactoria. }\par\pard\li1733\ri0\sl-360\slmult0 \
fs22\cf0\f3\charscalex100 {La mayora de los nios pueden leer silenciosamente
con una comprensin }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex
100 {adecuada, a niveles superiores al nivel de instruccin. Sin embargo,
especialmente los }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex
100 {nios que estn iniciando el proceso lector, no han practicado la lectura
silenciosa lo }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100
{suficiente como para beneficiarse de el a. En estos casos, los nios pueden fraca
sar en }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {comprend
er el prrafo presentado para lectura silenciosa, por lo que para determinar su }\
par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {nivel independien
te se considera su rendimiento en el nivel de instruccin de la siguiente }\par\pa
rd\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {manera: }\par\pard\li10
26\ri0\sl-346\slmult0 \*\tx1400\fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs
24\cf0\f3\charscalex100 {Si fracasa por errores en el ltimo prrafo ledo normal
mente, pero pasa en }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscal
ex100 {comprensin, el nivel independiente ser igual al nivel de ese prrafo. }\par\p
ard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs22\cf0\f6\charscalex100 {\uc1\u61558X}
\tab \fs22\cf0\f3\charscalex100 {Si el nio fracasa en comprensin (o errores y comp
rensin) en el ltimo prrafo ledo }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\ch
arscalex100 {oralmente, se estima el nivel independiente como el mismo del de in
struccin. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-2
00\b \ul {Para determinar el nivel potencial }\b0 \ul0 \par\pard\li1733\ri0\sl-2
3\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {El examinador lee al nio el
texto que corresponde a un nivel superior al de su }\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {lectura independiente y se evala la co
mprensin. Si sta es adecuada se le lee el texto }\par\pard\li1026\ri0\sl-293\slmul
t0 \fs24\cf0\f3\charscalex100 {del nivel que sigue, hasta determinar cul e
s el nivel mximo que el nio pueda }\par\pard\li1026\ri0\sl-293\slmult0 \fs24
\cf0\f3\charscalex100 {comprender. }\par\pard\li1733\ri0\sl-360\slmult0 \fs24\cf
0\f3\charscalex100 {El nivel de lectura potencial, ser aquel prrafo en el cual el
nio pueda escuchar }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex10
0 {y responder a las preguntas de comprensin segn el rendimiento determinado
por la }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {normas.
}\par\pard\li1733\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {El porcentaje
de comprensin al nivel potencial debera ser de 60% o ms para }\par\pard\l
i1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {demostrar una comprensin ade
cuada. }\par\pard\li1733\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Algunos
nios pueden no comprender adecuadamente un prrafo que se les lee, }\par\pard\li102
6\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {en cuyo caso se estima el nivel
potencial como el mismo logrado a nivel independiente. }\par\pard\li10333\ri0\s
i10333\ri0\sl-293\slmult0 \fs22\cf0\f2\charscalex100 {20 }\par\pard\sect\sectd\s
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b {2. PROTOCOLO DE REGISTRO }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\c
18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: E
valuacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult
0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado
}\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pa
rd\li2906\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\b {ESCALA DIAGNSTICA DE L
ECTURA DE SPACHE }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
r\pard\li1026\ri0\sl-466\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {1)}\tab \f
s24\cf0\f0\charscalex100\b {Identificacin:}\b0 \fs24\cf0\f3\charscalex100 {______
_______________________________________________ }\par\pard\li1320\ri0\sl-373\slm
ult0 \fs24\cf0\f3\charscalex100 {Examinador: ___________________________________
_____________________ }\par\pard\li1320\ri0\sl-360\slmult0 \fs24\cf0\f3\charscal
ex100 {Nombre: ___________________________________________________________ }\par
\pard\li1320\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Edad: ______________
_________ Curso: _______________________________ }\par\pard\li1320\ri0\sl-373\s
lmult0 \fs22\cf0\f3\charscalex100 {Colegio: ____________________________________
________________________ }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf
0\par\pard\li1026\ri0\sl-466\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2)}\ta
b \fs24\cf0\f0\charscalex100\b {Prrafos ledos: }\b0 \par\pard\li1026\ri0\sl-213\sl
\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-466\slmult0 \*\tx1400\fs24\cf0\
f3\charscalex100 {3)}\tab \fs24\cf0\f0\charscalex100\b \ul {Actitud al examen}\b
0 \ul0 \fs24\cf0\f3\charscalex100 {: }\par\pard\sect\sectd\sbknone\pgwsxn12240\p
ghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw4573\colsr-0\colno2\colw6866
\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs
18\cf0\par\pard\li1026\ri0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {ATENCIN:
0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10
\pard\li1026\ri0\sl-346\slmult0 \fs24\cf0\f3\charscalex100 {INTERS, MOTIVACIN:
}\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmul
t0 \fs18\cf0\par\pard\li0\ri0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {a)
E
stable }\par\pard\li0\ri0\sl-360\slmult0 \*\tx426\fs24\cf0\f3\charscalex100 {b)}
\tab \fs24\cf0\f3\charscalex100 {Inestable (variable). }\par\pard\li0\ri0\sl-373
\slmult0 \*\tx426\fs24\cf0\f3\charscalex100 {c)}\tab \fs24\cf0\f3\charscalex100
{No atiende, distrado. }\par\pard\li0\ri0\sl-373\slmult0 \*\tx426\fs24\cf0\f3\cha
rscalex100 {d)}\tab \fs24\cf0\f3\charscalex100 {Otro. }\par\pard\li0\ri0\sl-213
-306\slmult0 \fs24\cf0\f3\charscalex100 {a)
Motivado }\par\pard\li0\ri0\sl-37
3\slmult0 \fs24\cf0\f3\charscalex100 {b)
Indiferente. }\par\pard\li0\ri0\sl-3
73\slmult0 \fs24\cf0\f3\charscalex100 {c)
Rechazante. }\par\pard\li0\ri0\sl-3
60\slmult0 \fs24\cf0\f3\charscalex100 {d)
Otro. }\par\pard\sect\sectd\sbknon
e\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw10333\colsr-0
\colno2\colw1106\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl
-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-320\slmult0 \*\tx4573\fs24\cf0\f3\
charscalex100 {REACCIONES EMOCIONALES: }\tab \fs24\cf0\f3\charscalex100 {a) Aleg
ra, contento, agrado. }\par\pard\li4573\ri0\sl-373\slmult0 \fs24\cf0\f3\charscale
x100 {b) Rabia, incmodo, enojado, molesto. }\par\pard\li4573\ri0\sl-360\slmult0 \
fs24\cf0\f3\charscalex100 {c) Temor, miedo, asustado. }\par\pard\li4573\ri0\sl-3
73\slmult0 \fs24\cf0\f3\charscalex100 {d) Tristeza, pena. }\par\pard\li4573\ri0\
sl-373\slmult0 \fs24\cf0\f3\charscalex100 {e)}{ }\fs24\cf0\f3\charscalex100 {Ten
sin, ansiedad, angustia. }\par\pard\li4573\ri0\sl-373\slmult0 \*\tx4866\fs24\cf0\
f3\charscalex100 {f)}\tab \fs24\cf0\f3\charscalex100 {Otro. }\par\column\pard\li

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{RELACIONES INTERPERSONALES: }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\
cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Eval
uacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \
fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\p
ar\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols3
\colno1\colw4573\colsr-0\colno2\colw3186\colsr-0\colno3\colw3680\pard\li1026\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\
li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0
\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0
6\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {CONDUCTA: }\par\pard\li1026\r
r\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-400\slmult0 \*
\tx1400\fs24\cf0\f3\charscalex100 {4)}\tab \fs24\cf0\f0\charscalex100\b \ul {Vel
ocidad de lectura }\b0 \ul0 \par\pard\li2800\ri0\sl-373\slmult0 \fs24\cf0\f3\cha
rscalex100 {a) Lenta }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \*\tx1400\fs
24\cf0\f3\charscalex100 {5)}\tab \fs24\cf0\f0\charscalex100\b {Calidad de lectur
a }\b0 \par\column\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {a) sa
tisfactorias. }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {b) I
nsatisfactorias. }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {c
) Otro. }\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmu
slmult0 \fs24\cf0\f3\charscalex100 {a) Impulsividad. }\par\pard\li0\ri0\sl-373\s
lmult0 \fs24\cf0\f3\charscalex100 {b) Controlado, Adecuado. }\par\pard\li0\ri0\s
l-373\slmult0 \fs24\cf0\f3\charscalex100 {c) Cooperador. }\par\pard\li0\ri0\sl-3
73\slmult0 \fs24\cf0\f3\charscalex100 {d) Pasivo. }\par\pard\li0\ri0\sl-360\slmu
lt0 \fs24\cf0\f3\charscalex100 {e) No cooperador }\par\pard\li0\ri0\sl-373\slmul
t0 \fs24\cf0\f3\charscalex100 {f) Fcilmente fatigable. }\par\pard\li0\ri0\sl-373\
slmult0 \fs24\cf0\f3\charscalex100 {g) Otro. }\par\pard\li360\ri0\sl-213\slmult0
{b) Adecuada }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri
li0\ri0\sl-426\slmult0 \fs24\cf0\f3\charscalex100 {c) Rpida }\par\pard\sect\sectd
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olsr-0\colno2\colw266\colsr-0\colno3\colw2680\colsr-0\colno4\colw2346\colsr-0\co
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\slmult0 \fs24\cf0\f3\charscalex100 {Tipo }\par\pard\li1493\ri0\sl-213\slmult0

3\slmult0 \fs24\cf0\f3\charscalex100 {Respeto de }\par\pard\li1493\ri0\sl-293\sl
mult0 \fs22\cf0\f3\charscalex100 {puntuacin }\par\pard\li1493\ri0\sl-293\slmult0
\fs24\cf0\f3\charscalex100 {Expresin}\par\pard\li1493\ri0\sl-293\slmult0 \fs24\cf
0\f3\charscalex100 {entonacin }\par\pard\li1493\ri0\sl-346\slmult0 \fs24\cf0\f3\c
harscalex100 {Correcciones }\par\pard\li1493\ri0\sl-333\slmult0 \fs24\cf0\f3\ch
arscalex100 {Vacilaciones }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par
lmult0 \fs24\cf0\f3\charscalex100 {o }\par\column\pard\li0\ri0\sl-213\slmult0 \f
s18\cf0\par\pard\li0\ri0\sl-493\slmult0 \*\tx360\fs24\cf0\f6\charscalex100 {\uc1
\u61558X}\tab \fs24\cf0\f3\charscalex100 {Deletreante }\par\pard\li0\ri0\sl-306
\slmult0 \*\tx360\fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs24\cf0\f3\char
scalex100 {Silbica }\par\pard\li0\ri0\sl-293\slmult0 \*\tx360\fs24\cf0\f6\charsc
alex100 {\uc1\u61558X}\tab \fs24\cf0\f3\charscalex100 {Por palabras }\par\pard\
li0\ri0\sl-306\slmult0 \*\tx360\fs24\cf0\f6\charscalex100 {\uc1\u61558X}\tab \fs
24\cf0\f3\charscalex100 {Por frases }\par\pard\li493\ri0\sl-293\slmult0 \fs24\c
f0\f3\charscalex100 {Frecuente }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf
lt0 \fs18\cf0\par\pard\li0\ri0\sl-413\slmult0 \fs24\cf0\f3\charscalex100 {Ocasio
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ri0\sl-413\slmult0 \fs24\cf0\f3\charscalex100 {Nunca }\par\column\pard\li0\ri0\s
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de instrucciones }\par\pard\li1520\ri0\sl-413\slmult0 \fs24\cf0\f3\charscalex10
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scalex100 {c) Nivel Potencial }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par
\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-373\slmult0 \*\
tx1400\fs24\cf0\f3\charscalex100 {8)}\tab \fs24\cf0\f0\charscalex100\b {Conclusi
ones }\b0 \par\pard\li1026\ri0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {Buen
lector. }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {Lector
promedio. }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {Retra
so lector. }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {Con
problemas especficos. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
026\ri0\sl-440\slmult0 \fs24\cf0\f0\charscalex100\b { Indicaciones }\b0 \par\co
lumn\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {b) Promedio }\par\
column\pard\li546\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {c) Mala }\par\p
ar\pard\li0\ri0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {Curso }\par\column\pa
l-253\slmult0 \fs22\cf0\f2\charscalex100 {23 }\par\pard\sect\sectd\sbknone\pgwsx
n12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
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i0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-440\slmult0 \fs24\cf0\f0\char
scalex100\b {Textos (para el examinador.) }\b0 \par\pard\li1026\ri0\sl-213\slmul
-306\slmult0 \fs24\cf0\f3\charscalex100 {Nena iba a la escuela. }\par\pard\li102
6\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Lleg a la esquina. }\par\pard\li
1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Vio la luz roja. }\par\pard\
li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Esper la luz verde. }\par\p

ard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Entonces continu camina
ndo }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {a la escuel
a. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slm
ult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\
sl-466\slmult0 \fs24\cf0\f0\charscalex100\b {Comprensin }\b0 \par\pard\li1026\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\
li1026\ri0\sl-306\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {1.}\tab \fs24\cf0
\f3\charscalex100 {Cmo se l amaba la nia? }\par\pard\li1026\ri0\sl-213\slmult0 \f
slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex100
{Hacia dnde iba? }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri
0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li1026\ri0\sl-466\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {3.}\tab \fs24\cf
0\f3\charscalex100 {Qu vio en la esquina? }\par\pard\li1026\ri0\sl-213\slmult0 \fs
18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-320\s
lmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \fs24\cf0\f3\charscalex100 {Q
u hizo cuando l eg a la esquina? }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\pa
s18\cf0\par\pard\li1026\ri0\sl-453\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {
5.}\tab \fs24\cf0\f3\charscalex100 {Por qu par en la esquina? }\par\pard\li1026\ri
0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-400\slmult0 \*\tx140
0\fs24\cf0\f3\charscalex100 {6.}\tab \fs24\cf0\f3\charscalex100 {A dnde cruz la cal
e? }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\sl
\sl-466\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charsc
alex100 {A dnde fue entonces? }\par\column\pard\li320\ri0\sl-213\slmult0 \fs18\cf0
\par\pard\li320\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li320\ri0\sl-213\slmult0 \
fs18\cf0\par\pard\li320\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatur
a: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li786\ri0\sl-213\sl
mult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mell
ado }\par\pard\li440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li440\ri0\sl-213\slmu
lt0 \fs18\cf0\par\pard\li440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li440\ri0\sl213\slmult0 \fs18\cf0\par\pard\li440\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li440
\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li440\ri0\sl-346\slmult0 \fs24\cf0\f3\cha
rscalex100 {Primer ao A (1 Semestre) }\par\pard\li440\ri0\sl-373\slmult0 \fs24\cf0
\f3\charscalex100 {Tiempo: _______________ }\par\pard\li440\ri0\sl-373\slmult0 \
fs24\cf0\f3\charscalex100 {Errores: _______________ }\par\pard\li440\ri0\sl-360\
slmult0 \fs24\cf0\f3\charscalex100 {Comprensin: __________ }\par\pard\li440\ri0\s
l-373\slmult0 \fs24\cf0\f3\charscalex100 {Observaciones: __________ }\par\pard\l
i706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\pa
r\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs1
8\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmu
lt0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706
\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {(Nena) }\par\pard\li706\ri0\sl-2
13\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\
ri0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {(a la escuela) }\par\pard\li706\r
i0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-466\slmult0 \fs24\cf0\
f3\charscalex100 {(luz verde o roja) }\par\pard\li706\ri0\sl-213\slmult0 \fs18\c
f0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-320\slmult0
\fs24\cf0\f3\charscalex100 {(par o esper la luz verde) }\par\pard\li706\ri0\sl-21
3\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\r
i0\sl-213\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-453\slmult0 \fs24\cf0\f3\chars
calex100 {(porque haba luz roja o porque }\par\pard\li0\ri0\sl-293\slmult0 \fs24
\cf0\f3\charscalex100 {estaba esperando la luz verde) }\par\pard\li706\ri0\sl-21
3\slmult0 \fs18\cf0\par\pard\li706\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li706\r
i0\sl-320\slmult0 \fs24\cf0\f3\charscalex100 {(en la esquina o en la luz) }\par\

0 \fs24\cf0\f3\charscalex100 {(a la escuela) }\par\pard\li4346\ri0\sl-213\slmult
18\cf0\par\pard\li4346\ri0\sl-293\slmult0 \fs22\cf0\f2\charscalex100 {24 }\par\p
ard\sect\sectd\sbkpage{\shp
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}}}}\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\margtsxn666\margbsxn173\col
s2\colno1\colw6133\colsr-0\colno2\colw5306\pard\li1026\ri0\sl-213\slmult0 \fs18\
fs18\cf0\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {La vaca

vive en el campo. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex10
0 {Come pasto todo el da. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\chars
calex100 {En la noche el a est muy cansada. }\par\pard\li1026\ri0\sl-373\slmult0
\fs24\cf0\f3\charscalex100 {Entonces lentamente se vuelve a la casa. }\par\pard\
\fs24\cf0\f3\charscalex100 {Quiero que me saquen la leche, dice. }\par\pard\li1
r\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {El campesino se la
saca. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Ella est c
ontenta de dar su leche. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard
0\f3\charscalex100 {El campesino se toma la leche. }\par\pard\li1026\ri0\sl-373\
slmult0 \fs24\cf0\f3\charscalex100 {Sus nios se toman la leche. }\par\pard\li1026
\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Luego la vaca se duerme en el es
tablo. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213
ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li1026\ri0\sl-413\slmult0 \fs24\cf0\f3\charscalex100\ul {Comprensin }\ul0 \par
18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {1
.}\tab \fs24\cf0\f3\charscalex100 {Dnde vive la vaca?
(campo) }\par\column\
0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Co
municacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docente
s: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl-213\slmult0 \fs
ult0 \fs24\cf0\f3\charscalex100 {Primer Ao B (2 Semestre) }\par\pard\li0\ri0\sl-37
3\slmult0 \fs24\cf0\f3\charscalex100 {Tiempo: ________________ }\par\pard\li0\ri
0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Errores: ________________ }\par\par
d\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Comprensin: ____________ }\p
ar\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Observaciones: ______
_____ }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn
133\cols2\colno1\colw10333\colsr-0\colno2\colw1106\pard\li1026\ri0\sl-373\slmult
0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex100 {Qu hace
el a todo el da?
(come pasto) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx14
00\fs24\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\f3\charscalex100 {Por qu viene a l
a casa de noche?
(est cansada o para ser ordeada) }\par\pard\li1026\ri0\sl-360\
{Cmo se siente la vaca cuando le sacan la leche?
(le gusta) }\par\pard\li1026\r
scalex100 {Quin le saca la leche?
(el campesino) }\par\pard\li1026\ri0\sl-373\
{Quin se toma la leche?
(el campesino y sus hijo}\fs24\cf0\f3\charscalex100 {s
)}\fs24\cf0\f3\charscalex100 { }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs
24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Qu hace la vaca en la
noche? (duerme) }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0
i0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs22\cf0\f2\charsca

lex100 {25 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\mar
grsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
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ar\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Luis tiene un pequ
eo carrito rojo. }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100
{A l le gusta pasear en }\fs24\cf0\f3\charscalex100 {l.}\fs24\cf0\f3\charscalex100
{ }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Lo tira lent
amente cerro arriba. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscale
x100 {Luego baja velozmente el cerro. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18
\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slm
ult0 \fs18\cf0\par\pard\li1026\ri0\sl-466\slmult0 \fs24\cf0\f3\charscalex100 {Un

da l ev a su perro con l. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charsc
alex100 {Subi al perro en el carrito y }\par\pard\li1026\ri0\sl-360\slmult0 \fs24
\cf0\f3\charscalex100 {lo empuj cerro arriba. }\par\pard\li1026\ri0\sl-373\slmult
0 \fs24\cf0\f3\charscalex100 {Luego bajaron el cerro. }\par\pard\li1026\ri0\sl-3
73\slmult0 \fs24\cf0\f3\charscalex100 {Pero al perro no le agrad bajar. }\par\par
d\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Salt fuera del carrito. }
\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Luis tuvo que ba
jar solo. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10
26\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Ahora no trata de l evar a su
perro en }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {el ca
rrito. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213
ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pa
cf0\par\pard\li1026\ri0\sl-346\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {1.}\
tab \fs24\cf0\f3\charscalex100 {Cmo se l amaba el nio?
(Luis) }\par\pard\li1
026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3
\charscalex100 {De qu color era el carrito?
(rojo) }\par\column\pard\li173\r
i0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-400\slmult0 \fs14\cf0\
f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\p
ar\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra
Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\p
ar\pard\li0\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {Segundo ao A (1 Semestr
e) }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Tiempo: _______
__________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Errores
: _________________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100
{Comprensin: _____________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charsc
alex100 {Observaciones: ____________ }\par\pard\sect\sectd\sbknone\pgwsxn12240\p
ghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24
\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\f3\charscalex100 {Qu hace con su carrito?
(lo tira cerro arriba, va hacia abajo o sube y baja el }\fs24\cf0\f3\charscal
ex100 {ce}\fs24\cf0\f3\charscalex100 {rro) }\par\pard\li1026\ri0\sl-360\slmult0
\*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \fs24\cf0\f3\charscalex100 {A quin l
ev a dar una vuelta?
( al perro) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx14
00\fs24\cf0\f3\charscalex100 {5.}\tab \fs24\cf0\f3\charscalex100 {Le gusta al per
ro andar en carrito?
(no) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24
\cf0\f3\charscalex100 {6.}\tab \fs24\cf0\f3\charscalex100 {Cmo sabes que al perro
no le agrada andar en carrito?
(porque se arranc o }\par\pard\li8120\ri0\sl373\slmult0 \fs24\cf0\f3\charscalex100 {salt del carrito) }\par\pard\li1026\ri0\s
l-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charscal
ex100 {Con quin pasea ahora Luis?
(con nadie o solo) }\par\pard\li10333\ri0\sl213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
l-386\slmult0 \fs22\cf0\f2\charscalex100 {26 }\par\pard\sect\sectd\sbknone\pgwsx
n12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst

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ar\pard\li1026\ri0\sl-440\slmult0 \fs24\cf0\f3\charscalex100 {Mara casi fue atrop
el ada por un }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {a
uto la semana pasada. Iba hacia la }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf
0\f3\charscalex100 {escuela en la maana. Camin por la }\par\pard\li1026\ri0\sl-373
\slmult0 \fs24\cf0\f3\charscalex100 {cal e hacia la esquina, mir hacia ambos }\pa
r\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {lados y luego comen
z a cruzar. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl
026\ri0\sl-466\slmult0 \fs24\cf0\f3\charscalex100 {Un auto vena por la cal e muy
rpido, }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {al verlo,
Mara cruz la cal e corriendo. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\
8\cf0\par\pard\li1026\ri0\sl-466\slmult0 \fs24\cf0\f3\charscalex100 {El conducto
r del auto estaba enojado, }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\cha
rscalex100 {porque tuvo que frenar. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\c
t0 \fs18\cf0\par\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Mara
estaba asustada, pero a la }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\cha
rscalex100 {v}\fs24\cf0\f3\charscalex100 {ez}\fs24\cf0\f3\charscalex100 {, estab
a contenta de no haber sido }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\ch

arscalex100 {herida. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\chars
calex100 {1.}\tab \fs24\cf0\f3\charscalex100 {A dnde iba Mara?
(a la escuela)
}\par\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\s
lmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\
sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del
Lenguaje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscale
x100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl-21
l-466\slmult0 \fs24\cf0\f3\charscalex100 {Segundo Ao B (2 Semestre) }\par\pard\li0
\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Tiempo: _________________ }\par\
pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Errores: _______________
__ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Comprensin: ____
_________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Observac
iones: __________}\fs24\cf0\f3\charscalex100 {__}\fs24\cf0\f3\charscalex100 { }\
par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols
2\colno1\colw10333\colsr-0\colno2\colw1106\pard\li1026\ri0\sl-360\slmult0 \*\tx1
400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex100 {Qu le pas a Mara?
(casi fue atropel ada) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24
\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\f3\charscalex100 {Hace cunto tiempo pas es
to?
(hace pocos das o la semana pasada) }\par\pard\li1026\ri0\sl-373\slmult0 \
*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \fs24\cf0\f3\charscalex100 {Qu hizo cu
ando l eg a la esquina antes de cruzar? (mir hacia ambos lados) }\par\pard\li102
6\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {5.}\tab \fs24\cf0\f3\c
harscalex100 {Qu hizo el chofer del auto?
(fren) }\par\pard\li1026\ri0\sl-360\s
lmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {6.}\tab \fs24\cf0\f3\charscalex100 {Cm
o se sinti el chofer?
(enojado) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx140
0\fs24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Cmo se sinti Mara?
(asustada, si contesta \uc1\u8220Xcontenta\uc1\u8221X, preguntarle por qu) }\pa
r\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \
f0\f2\charscalex100 {27 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\ma
rglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
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ar\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Roberto tiene un p
erro caf con blanco }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex1
00 {l amado \uc1\u8220XManchitas\uc1\u8221X. Su nombre se }\par\pard\li1026\ri0\
sl-373\slmult0 \fs24\cf0\f3\charscalex100 {debe a las manchas caf que tiene }\pa
r\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {en su nariz. Robert
o siempre l eva }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100
{a su perro en sus paseos al bosque. }\par\pard\li1026\ri0\sl-360\slmult0 \fs24
\cf0\f3\charscalex100 {El perro ayuda a espantar a los conejos. }\par\pard\li102
6\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Roberto camina lentamente, }\pa
r\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmul
t0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-4
00\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Leng
uaje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100
{Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl-213\sl
3\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {
Tercer Ao A (1 Semestre) }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex
100 {Tiempo: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\char
scalex100 {Errores: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\
f3\charscalex100 {Comprensin: ___________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24
\cf0\f3\charscalex100 {Observaciones: __________ }\par\pard\sect\sectd\sbknone\p
gwsxn12240\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw10333\colsr-0\co
lno2\colw1106\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {pero su
perro se escabulle a travs de las hojas. }\par\pard\li1026\ri0\sl-213\slmult0 \f

{Un da Manchitas abandon a Roberto, }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0
\f3\charscalex100 {y se fue solo. Roberto lo l am y silb, }\par\pard\li1026\ri0\s
l-360\slmult0 \fs24\cf0\f3\charscalex100 {pero el perro no volvi. Despus }\par\par
d\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {de un rato, Roberto escu
ch a su perro }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {la
drar a lo lejos. Roberto camin hacia }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\c
f0\f3\charscalex100 {donde sala el ladrido, hasta que encontr }\par\pard\li1026\ri
0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {a su perro. Manchitas pens que haba }
\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {capturado a un g
ato blanco con negro, }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscal
ex100 {pero no era un gato, era un zorril o. }\par\pard\li1026\ri0\sl-373\slmul
t0 \fs24\cf0\f3\charscalex100 {Esa noche el perro tuvo que dormir afuera. }\par\
alex100 {Cmo se l amaba el perro?
(Manchitas). }\par\pard\li1026\ri0\sl-360\slm
ult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex100 {Por
qu tena ese nombre?
(porque tena manchas caf en la nariz). }\par\pard\li1026\ri0
alex100 {Por qu l ev Roberto al perro al bosque? (para encontrar o asustar conej
os). }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4
.}\tab \fs24\cf0\f3\charscalex100 {Qu pas un da?
(el perro se arranc o se perdi).
}\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {5.}\ta
b \fs24\cf0\f3\charscalex100 {Cmo encontr Roberto a su perro?
(lo oy ladrar o lo
l am o lo silb) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charsca
lex100 {6.}\tab \fs24\cf0\f3\charscalex100 {Qu pens el perro que haba capturado?
(un gato) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex1
00 {7.}\tab \fs24\cf0\f3\charscalex100 {Qu fue lo que realmente captur?
(un zorr
il o) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {
8.}\tab \fs24\cf0\f3\charscalex100 {Por qu tuvo el perro que dormir afuera? (por
que ola mal o lo castigaron) }\par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\p
18\cf0\par\pard\li0\ri0\sl-413\slmult0 \fs22\cf0\f2\charscalex100 {28 }\par\pard
\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect\se
ctd\sbkpage{\shp
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ar\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Un da Rodrigo fue d
e paseo al zoolgico. }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex
100 {Pr}\fs24\cf0\f3\charscalex100 {imero fue a la inmensa }\par\pard\li1026\ri0
\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {jaula de los leones. Se asust un }\pa
r\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {poco cuando los le
ones empezaron }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
a rugir. Las jaulas estaban limpias, }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\
cf0\f3\charscalex100 {pero pareca que a los leones no }\par\pard\li1026\ri0\sl-37
3\slmult0 \fs24\cf0\f3\charscalex100 {les gustaban, debido a que caminaban }\par
\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult
0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-40
0\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lengu

aje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100
{Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl-213\slm
\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {T
ercer Ao B (2 Semestre) }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex1
00 {Tiempo: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\chars
calex100 {Errores: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f
3\charscalex100 {Comprensin: ___________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\
cf0\f3\charscalex100 {Observaciones: __________ }\par\pard\sect\sectd\sbknone\pg
wsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult0 \fs
24\cf0\f3\charscalex100 {de un lado a otro rugiendo y moviendo las colas. }\par\
mult0 \fs24\cf0\f3\charscalex100 {Rodrigo estaba contento de que hubiera una rej
a firme alrededor de los leones. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\
\fs18\cf0\par\pard\li1026\ri0\sl-466\slmult0 \fs24\cf0\f3\charscalex100 {En el c
amino de salida del zoolgico Rodrigo se par a mirar otros animales. }\par\pard\li1
026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Vio un lobo negro y un zorro
gris en sus jaulas. El cuidador estaba dndole de }\par\pard\li1026\ri0\sl-373\slm
ult0 \fs24\cf0\f3\charscalex100 {comer al lobo, pero no entr a la jaula, empuj la
comida hacia el lobo a travs de los }\par\pard\li1026\ri0\sl-320\slmult0 \fs24\cf
0\f3\charscalex100 {barrotes. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par
lmult0 \fs18\cf0\par\pard\li1026\ri0\sl-466\slmult0 \*\tx1400\fs24\cf0\f3\charsc
alex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Dnde fue Rodrigo un da?
(al zoolgi
co) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.
}\tab \fs24\cf0\f3\charscalex100 {Qu visit primero?
(los leones) }\par\pard\li
1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\f
3\charscalex100 {Cmo se sinti cuando los leones rugieron?
(asustado o con miedo
) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1466\fs24\cf0\f3\charscalex100 {4.}\
tab \fs24\cf0\f3\charscalex100 {Cmo supo que a los leones no les gustaban sus jaul
as?
(caminaban de un lado a }\fs24\cf0\f3\charscalex100 { }\par\pard\li1600
\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {otro o rugan o movan sus colas) }\
par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {5.}\tab
\fs24\cf0\f3\charscalex100 {A dnde fue Rodrigo despus de la jaula de los leones?
(a ver otros animales) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f
3\charscalex100 {6.}\tab \fs24\cf0\f3\charscalex100 {Qu otros animales vio?
(el
lobo o el zorro) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\cha
rscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Qu les estaba pasando a el os?
(estaban siendo alimentados) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs2
4\cf0\f3\charscalex100 {8.}\tab \fs24\cf0\f3\charscalex100 {Por qu el cuidador no
entr a las jaulas? (estaba asustado de que lo mordieran) }\par\pard\li10333\ri
0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\par
d\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18
\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\s
lmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\
ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-240\slmult0 \fs22\cf0\f2\ch
arscalex100 {29 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn66
6\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst

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ar\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Un da de sol, de la
semana pasad}\fs24\cf0\f3\charscalex100 {a,}\fs24\cf0\f3\charscalex100 { }\par\
pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {la profesora de Mara l
ev a su }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {clase d
e paseo para observar la naturaleza. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\
cf0\f3\charscalex100 {Cada vez que el grupo se }\par\pard\li1026\ri0\sl-373\slmu
lt0 \fs24\cf0\f3\charscalex100 {acercaba a una nueva planta, paraban }\par\pard\
li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {y la examinaban, mientras
la profesora }\par\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173
\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li173\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Dif
erencial del Lenguaje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0
\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\
ard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-293\slmult0 \fs24\cf0\f
3\charscalex100 {Cuarto Ao }\par\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charsca
lex100 {Tiempo: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\c
harscalex100 {Errores: _______________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\c
f0\f3\charscalex100 {Comprensin: ___________ }\par\pard\li0\ri0\sl-373\slmult0 \f

s24\cf0\f3\charscalex100 {Observaciones: ___________ }\par\pard\sect\sectd\sbkno
ne\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult
0 \fs24\cf0\f3\charscalex100 {explicaba sus partes. Ella les mostr cmo una abeja o
btiene la miel de las flores y cmo }\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0
\f3\charscalex100 {un insecto se haba comido parte de las hojas de algunas planta
s. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slm
ult0 \fs18\cf0\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {En
algunas plantas las flores se haban cado y las semil as haban empezado a formarse.
t0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \fs22\cf0\f3\charscalex100 {M}\fs
22\cf0\f3\charscalex100 {s tarde, mientras estaban mirando algunos capullos,
un nio encontr un nido }\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f3\chars
calex100 {escondido en un rbol. Estaban muy quietos esperando que la mam volviera
a alimentar }\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f3\charscalex100 {a s
us pequeos. Tenan razn, ya que rpidamente volvi con un gusano gordo y jugoso }\par\pa
rd\li1026\ri0\sl-333\slmult0 \fs24\cf0\f3\charscalex100 {en su pico. El a alimen
t a sus pequeuelos, gorje un poco y luego vol en busca de }\par\pard\li1026\ri0\sl333\slmult0 \fs24\cf0\f3\charscalex100 {ms gusanos. La profesora de Mara dijo que
los pjaros coman bastante cada da. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\
\fs22\cf0\f3\charscalex100 {Nos ayudan comiendo insectos que podran destruir nues
tras plantas y comiendo semil as }\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\
f3\charscalex100 {de maleza. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\
pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-360\slmult0 \*\t
x1400\fs24\cf0\f3\charscalex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Cundo fue la
clase de paseo?
(la semana pasada o un da soleado) }\par\pard\li1026\ri0\sl-3
60\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex1
00 {Qu hizo el curso con cada nueva planta?
(la mir) }\par\pard\li1026\ri0\sl-3
00 {Qu les mostr la profesora acerca de los insectos? (cmo los insectos se coman }\
par\pard\li1466\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {las plantas) }\pa
r\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \f
s24\cf0\f3\charscalex100 {Qu vio un nio en un rbol?
(un nido) }\par\pard\li1026\r
scalex100 {Qu hizo entonces la clase?
(esper por la mam pjaro o estuvo quieto o m
ir }\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {
hacia el nido) }\par\pard\li1026\ri0\sl-37
0 {Por qu estaba la mam pjaro tan ocupada?
(los pajaritos coman mucho o }\par\par
d\li6133\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {estaba alimentando a sus
pajaritos) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscale
x100 {7.}\tab \fs24\cf0\f3\charscalex100 {Cmo nos ayudan los pjaros? (comen insec
tos o semillas de maleza). }\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\p
ard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs
18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213
3\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-266\slmult0 \fs22\cf0\f2\
charscalex100 {30 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn
666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
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ar\pard\li1026\ri0\sl-480\slmult0 \fs24\cf0\f3\charscalex100 {Como nio grumete, q
ue trabaja en un barco,
}\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\cha
rscalex100 {Juan Pablo tena todo tipo de actividades }\par\column\pard\li0\ri0\sl
0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscal
ex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li4
66\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - M
arta Belmar Mellado }\par\pard\li386\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li386
\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li386\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li386\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {Quinto Ao. }\par\pard\li3
86\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Tiempo: ________________ }\par
\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li
1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {ex}\fs24\cf0\f3\charscalex10
0 {traas a bordo. Algunas veces, l escobil aba
Errores: ________________
}\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\co
ls2\colno1\colw6133\colsr-0\colno2\colw5306\pard\li1026\ri0\sl-373\slmult0 \fs24
\cf0\f3\charscalex100 {la cubierta o ayudaba al cocinero. }\par\column\pard\li0\
ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
Comprensin: ____________ }
d\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Limpiaba la cabina del c
apitn, y haca mandados,

Observaciones:___________ }\par\pard\li1026\ri0\sl-360\
slmult0 \fs24\cf0\f3\charscalex100 {pero tena otras obligaciones que le gustaban
ms. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Ayudaba a li
mpiar los caones que el barco mercante l evaba como proteccin, adems, }\par\pard\l
i1026\ri0\sl-333\slmult0 \fs24\cf0\f3\charscalex100 {varias veces se paraba detrs
del timn para pilotear el barco. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\
\fs22\cf0\f3\charscalex100 {El capitn Benson escribi en el diario del barco o
recuento diario, que el viaje era }\par\pard\li1026\ri0\sl-293\slmult0 \fs22
\cf0\f3\charscalex100 {calmado y de buena navegacin; nada fuera de lo usual suced
i, sin embargo, cada da }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscal
ex100 {era una verdadera aventura para el joven grumete. Al final del
viaje era una gran}\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscal
ex100 {emocin avistar tierra. Cuando el barco atracaba cerca de Fredericksb
urg, Estados }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {U
nidos, Juan Pablo estaba esperando bajar a tierra. }\par\pard\li1026\ri0\sl-213\
i0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {El hermano de Juan Pablo, tena una
sastrera en Fredericksburg y estaba muy contento }\par\pard\li1026\ri0\sl-293\slm
ult0 \fs22\cf0\f3\charscalex100 {en su nuevo hogar. l estaba deseoso de hablar}\f
s22\cf0\f3\charscalex100 {le}\fs22\cf0\f3\charscalex100 { acerca del maravilloso
pas, pero Juan }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {
Pablo ya quera a Norteamrica. Durante los aos siguientes, Juan Pablo visit }
\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {Norteamrica muy s
eguido. l se acostumbr al confort y bel eza de ese pas. Mientras }\par\pard\li1026\
ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {tanto haba aprendido a ser un expe
rto marinero. }\par\pard\li1026\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {
A pesar que no era alto, era fuerte y gil. Con sus largos brazos poda izar y recog
er una }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {vela com
o los mejores hombres. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\l
i1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-306\slmult0 \*\tx1400\
fs24\cf0\f3\charscalex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Qu haca Juan Pablo
en el barco? (2 respuestas: escobil aba, ayudaba a cocinar, }\par\pard\l
i1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {limpiaba las cabinas, haca m
andados, limpiaba caones y piloteaba). }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx
1400\fs24\cf0\f3\charscalex100 {2.}\tab \fs24\cf0\f3\charscalex100 {Qu obligacione
s le gustaban? (limpiar los caones o pilotear) }\par\pard\li1026\ri0\sl-373\slmul
t0 \*\tx1400\fs24\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\f3\charscalex100 {Qu tip
o de navegacin tuvo el barco? (calmado y tranquilo o agradable, bueno) }\par\pard
\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \fs24\cf
0\f3\charscalex100 {Dnde atrac el barco? (en Frederickdburg o Estados Unidos) }\par
24\cf0\f3\charscalex100 {Qu tipo de trabajo haca el hermano de Juan Pablo? (sastre
o tena una sastrera) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\ch
arscalex100 {6.}\tab \fs24\cf0\f3\charscalex100 {Qu senta Juan Pablo acerca de Nort
eamrica? (le gustaba) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\
charscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Cuntos viajes a Norteamrica hizo
Juan Pablo? (varios, muchos, unos cuantos) }\par\pard\li1026\ri0\sl-373\slmult0
\*\tx1400\fs24\cf0\f3\charscalex100 {8.}\tab \fs24\cf0\f3\charscalex100 {Qu aspec
to tena Juan Pablo? (2 respuestas: fuerte, gil, bajo, largos brazos) }\par\pard\li
ar\pard\li1026\ri0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {* Dos hechos deben
darse para recibir el crdito total, se da punto a una respuesta }\par\pard\li102
6\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {parcial. }\par\pard\li10333\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-320\slmult0 \fs22\cf0\f2\chars
calex100 {31 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\m
argrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst

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0101010101010101010000000000000102030405060708090A0BFFC400B511000201020404030407
05040400010277000102031104052131061241510761711322328108144291A1B1C109233352F015
6272D10A162434E125F11718191A262728292A35363738393A434445464748494A53545556575859
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1026\ri0\sl-493\slmult0 \fs24\cf0\f3\charscalex100 {Los elefantes salvajes se en
cuentran en la }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100
{actualidad slo en las regiones clidas, en }\par\pard\li1026\ri0\sl-360\slmult0 \
fs24\cf0\f3\charscalex100 {frica tropical y en India. La historia era }\par\pard
\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {bastante diferente hace 3
0 mil aos atrs. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
Entonces, dos especies de la familia de los }\par\column\pard\li173\ri0\sl-213\
slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-400\slmult0 \fs14\cf0\f1\charsca
lex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li
640\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz Marta Belmar Mellado }\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri
0\sl-306\slmult0 \fs24\cf0\f3\charscalex100 {
Sexto Ao. }\par\pard\li0\ri0\
sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
Tiempo: ________________ }\par
\pard\li0\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {
Errores: ______
__________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {
Comprensin: ___________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscale
x100 {
Observaciones:___________ }\par\pard\sect\sectd\sbknone\pgwsxn1224
0\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f
3\charscalex100 {elefantes habitaban en Amrica del Norte y Europa en gran nmero. }
\fs24\cf0\f3\charscalex100 {Uno de el os era el mastodonte. El mastodonte
viva en la parte oriental de Estados }\par\pard\li1026\ri0\sl-333\slmult0
\fs24\cf0\f3\charscalex100 {Unidos; durante el perodo de la era glacial. En los
pantanos que se formaron cuando}\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\f3
\charscalex100 {desapareci el hielo, muchas de estas inmensas criaturas f
ueron atrapadas y muertas. }\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f3\c
harscalex100 {Hemos encontrado algunos de sus esqueletos. A primera vista,
el mastodonte debe }\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\f3\charsca
lex100 {haber sido muy similar a los elefantes de hoy da, excepto que estaba cub
ierto con un }\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\f3\charscalex100 {pe
laje lanudo y grueso y sus colmillos eran ms largos. Era probablemente ms pesado }
\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f3\charscalex100 {que los que cono
cemos, pero no ms alto. Su cabeza era ms achatada y su mandbula }\par\pard\li1026\r
i0\sl-333\slmult0 \fs22\cf0\f3\charscalex100 {inferior ms larga. Sus dientes
no eran como los dientes de los elefantes de la }\par\pard\li1026\ri0\sl333\slmult0 \fs24\cf0\f3\charscalex100 {actualidad. }\par\pard\li1026\ri0\sl-373
\slmult0 \fs22\cf0\f3\charscalex100 {Ms de doscientos aos atrs, la gente de
Nueva Inglaterra encontr huesos de los }\par\pard\li1026\ri0\sl-333\slmult0
\fs22\cf0\f3\charscalex100 {mastodontes cuando excavaron zanjas para secar lo
s pantanos. Al principio, pensaron }\par\pard\li1026\ri0\sl-333\slmult0 \fs2
2\cf0\f3\charscalex100 {que los huesos que encontraron eran huesos de personas g
igantes. Cuando encontraron }\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f3\ch
arscalex100 {dientes que pesaban ms de dos kilos cada uno, decidieron que
los gigantes, eran }\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\f3\charsca
lex100 {gigantes en realidad. }\par\pard\li1026\ri0\sl-413\slmult0 \*\tx1400\fs2
4\cf0\f3\charscalex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Dnde se encuentran e
lefantes salvajes en la actualidad?
(En regiones clidas: }\par\pard\l
i1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {frica o India) }\par\pard\li
3\charscalex100 {Dnde se encontraban los elefantes hace tiempo atrs?
(Amrica del Norte, }\par\pard\li1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex
100 {Europa o Nueva Inglaterra) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\f
s22\cf0\f3\charscalex100 {3.}\tab \fs22\cf0\f3\charscalex100 {Qu les pas a los mast
odontes cuando se formaron los pantanos al deshacerse el }\par\pard\li1373\ri0\s
l-293\slmult0 \fs24\cf0\f3\charscalex100 {hielo?
(quedaron atrapados o se a
hogaron o muertos) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\ch
arscalex100 {4.}\tab \fs24\cf0\f3\charscalex100 {Diga dos diferencias entre
el mastodonte y los elefantes de hoy
(2 respuestas: }\par\pard\li
1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {pelaje, colmillos, peso, cab
eza, dientes, mandbula) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs22\cf0\f
3\charscalex100 {5.}\tab \fs22\cf0\f3\charscalex100 {Por qu crees que los elef
antes de hoy no tienen pelaje lanudo?
(viven en }\par\pard\li1373\r
i0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {regiones clidas o no los necesitan
o son diferentes especies o tipos) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx140
0\fs22\cf0\f3\charscalex100 {6.}\tab \fs22\cf0\f3\charscalex100 {Dnde se encontr
aron algunos de los huesos de los mastodontes hace doscientos }\par\pard
\li1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {aos atrs? (pantanos o Nue
va Inglaterra o Estados Unidos o zanjas) }\par\pard\li1026\ri0\sl-373\slmult0 \*
\tx1400\fs24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Qu tipo de
huesos pens la gente que haba encontrado? (de personas gigantes) }\par\pard\li10
26\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {8.}\tab \fs24\cf0\f3\
charscalex100 {Cunto pesaban los dientes?
(ms de dos kilos) }\par\pard\li1026\
ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 { }\fs24\cf0\f3\charscalex100 {* }
\fs24\cf0\f3\charscalex100 {Dos hechos deben darse para recibir el crdito total,

se da punto a una respuesta }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\ch
arscalex100 {parcial. }\par\pard\li10333\ri0\sl-400\slmult0 \fs22\cf0\f2\charsca
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ar\pard\li1026\ri0\sl-440\slmult0 \fs24\cf0\f3\charscalex100 {Uno de los ms hermo
sos y durables tipo}\fs24\cf0\f3\charscalex100 {s }\fs24\cf0\f3\charscalex100 {
}\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {de piedras de c
onstruccin}\fs24\cf0\f3\charscalex100 {, }\fs24\cf0\f3\charscalex100 {es el mrmol.
}\par\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213
\slmult0 \fs18\cf0\par\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri

0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial de
l Lenguaje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\charsca
lex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0\sl213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0
\sl-466\slmult0 \fs24\cf0\f3\charscalex100 { Sptimo Ao. }\par\pard\li0\ri0\sl-360\
slmult0 \fs24\cf0\f3\charscalex100 { Tiempo: ___________________ }\par\pard\sect
l-373\slmult0 \fs24\cf0\f3\charscalex100 {El mrmol puede ser blanco puro o colore
ado,
Errores: ___________________ }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\
cf0\f3\charscalex100 {o puede tener vetas en l. Puede ser pulido,
Comprensin: _
_____________ }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\
margrsxn133\cols2\colno1\colw6133\colsr-0\colno2\colw5306\pard\li1026\ri0\sl-373
\slmult0 \fs24\cf0\f3\charscalex100 {de modo que tenga una superficie suave. }\
par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100 {Todo mrmol fue una
vez piedra caliza. }\par\column\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\chars
calex100 { Observaciones: ____________ }\par\pard\sect\sectd\sbknone\pgwsxn12240
\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3
\charscalex100 {La piedra caliza, que se encuentra muy profunda }\par\pard\li10
26\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {bajo la tierra, se transforma
en mrmol por el calor y la presin. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\
par\pard\li1026\ri0\sl-426\slmult0 \fs24\cf0\f3\charscalex100 {El granito es otr
a buena piedra de construccin. Se forma de rocas tan calientes, que es }\par\pard
\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {lquido. Puedes haber visto
fotos de rocas lquidas, o lava, saliendo de los volcanes. La }\par\pard\li1026\r
i0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {lava se enfra y se transforma en pi
edra bastante rpido. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
026\ri0\sl-426\slmult0 \fs22\cf0\f3\charscalex100 {Pero el granito est hecho del
lquido caliente que se encuentra bajo la tierra. Esta roca }\par\pard\li1026\ri0\
sl-293\slmult0 \fs24\cf0\f3\charscalex100 {se enfra lentamente. La roca lquida de
donde viene el granito se enfra tan lentamente }\par\pard\li1026\ri0\sl-293\slmul
t0 \fs24\cf0\f3\charscalex100 {que los diferentes materiales en ella se se
paran unos de otros y forman cristales. El }\par\pard\li1026\ri0\sl-293\slmu
lt0 \fs22\cf0\f3\charscalex100 {granito es siempre una roca jaspeada, ya q
ue los cristales en el a tienen diferentes }\par\pard\li1026\ri0\sl-293\slmu
lt0 \fs22\cf0\f3\charscalex100 {colores. Los minerales que se encuentran si
empre en el granito son el cuarzo y el }\par\pard\li1026\ri0\sl-293\slmult0 \
fs22\cf0\f3\charscalex100 {feldespato. Las manchas oscuras en el granito son gen
eralmente de algn otro mineral. }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3
\charscalex100 {El granito es un buen material de construccin, debido a qu
e es muy duro. Puede ser }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\
charscalex100 {bel amente pulido y el clima no lo daa. }\par\pard\li1026\ri0\sl-2
13\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-400\slmult0 \*\tx1400\fs24\cf0\f3\ch
arscalex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Es el mrmol siempre blanco?
(
no) }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 { }\fs24\c
f0\f3\charscalex100 { De qu otra forma puede ser?
(colorado o veteado) }\par
24\cf0\f3\charscalex100 {De dnde viene el mrmol? (de la piedra caliza) }\par\pard\l
i1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {3.}\tab \fs24\cf0\
f3\charscalex100 {Qu le pasa a la piedra caliza bajo calor y presin? (cambia a mrmol
) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4.}\
tab \fs24\cf0\f3\charscalex100 {Qu le pasa a la roca lquida que se enfra lentamente?
(forma granito) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs22\cf0\f3\c
harscalex100 {5.}\tab \fs22\cf0\f3\charscalex100 {Qu le pasa a los minerales
en la roca lquida que se enfra lentamente?
(se }\par\pard\li1373\ri0
\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {separan para formar cristales) }\par
24\cf0\f3\charscalex100 {Por qu es el granito jaspeado?}\fs24\cf0\f3\charscalex100
{ }\fs24\cf0\f3\charscalex100 {(por cristales de diferentes colores o mineral
es) }\par\pard\li1026\ri0\sl-360\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {7.
}\tab \fs24\cf0\f3\charscalex100 {Cules son los dos minerales que siempre se encue
ntran en el granito? (cuarzo y}\par\pard\li1373\ri0\sl-293\slmult0 \fs24\cf0\f
3\charscalex100 {feldespato) }\par\pard\li1026\ri0\sl-373\slmult0 \*\tx1400\fs22
\cf0\f3\charscalex100 {8.}\tab \fs22\cf0\f3\charscalex100 {Por qu es el granito
una buena piedra para construccin?
(duro o puede ser }\par\pard\li1373
\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {pulido o no gasta) }\par\pard\li
1026\ri0\sl-360\slmult0 \fs22\cf0\f3\charscalex100 {* Dos hechos deben darse par
a recibir el crdito total, se da punto a una respuesta }\par\pard\li1026\ri0\sl-2
93\slmult0 \fs24\cf0\f3\charscalex100 {parcial. }\par\pard\li10333\ri0\sl-213\sl
i0\sl-240\slmult0 \fs22\cf0\f2\charscalex100 {33 }\par\pard\sect\sectd\sbknone\p
gwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
{\*\shpinst
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3\charscalex100 {Una razn muy importante para la lectura }\par\pard\li1026\ri0\s
l-373\slmult0 \fs24\cf0\f3\charscalex100 {lenta, es la falta de planeamiento pre
vio. }\par\column\pard\li173\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li173\ri0\sl
3\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencia
l del Lenguaje y Comunicacin }\par\pard\li640\ri0\sl-213\slmult0 \fs12\cf0\f1\cha
rscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\li0\ri0
\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-346\slmult0 \fs24\cf0\f3\charscale
x100 {Octavo Ao. }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Ti
empo: ____________________ }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840
\marglsxn666\margrsxn133\pard\li1026\ri0\sl-360\slmult0 \*\tx6133\fs24\cf0\f3\ch
arscalex100 {Muchos lectores lentos no han aprendido a }\tab \fs24\cf0\f3\char
scalex100 {Errores: ____________________ }\par\pard\sect\sectd\sbknone\pgwsxn122
40\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw6133\colsr-0\colno2\colw
5306\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {adaptar su veloc
idad a la dificultad del }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\cha
rscalex100 {material que estn leyendo. Pueden ver }\par\pard\li1026\ri0\sl-373\
slmult0 \fs24\cf0\f3\charscalex100 {objetos rpidamente con sus ojos, como el }\p
ar\column\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Comprensin: ___
____________ }\par\pard\li0\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {Obser
vaciones: ______________ }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\m
arglsxn666\margrsxn133\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f3\charscalex100
{mirar a travs de la ventana de un auto en movimiento, }\par\pard\li1026\ri0\sl373\slmult0 \fs24\cf0\f3\charscalex100 {pero cuando leen, los mismos movimientos
rpidos no }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {estn p
resentes. Se paran a mirar cada palabra, como si }\par\pard\li1026\ri0\sl-360\sl
mult0 \fs24\cf0\f3\charscalex100 {eso fuera necesario para encontrar ideas. Tien
den a leer }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f3\charscalex100 {los
libros de texto, revistas y an los diarios, a la misma velocidad. }\par\pard\li1
026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-413\slmult0 \fs24\cf0\f3
\charscalex100 {Muchos estudios acerca de buenos lectores, han mostrado qu
e la velocidad en el }\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charsc
alex100 {material de ficcin, }\fs22\cf0\f3\charscalex100 {de}\fs22\cf0\f3\charsca
lex100 {bera ser dos o tres veces ms rpida que en el de no ficcin. Los }\par\pard\li
1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {lectores lentos tienden a \u
c1\u8220Xestudiar\uc1\u8221X todo lo que leen, mientras que los buenos lectores
}\par\pard\li1026\ri0\sl-293\slmult0 \fs22\cf0\f3\charscalex100 {varan su rapide
z conscientemente de acuerdo a los tipos de hechos que deseen }\par\par
d\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {considerar. Por ejemplo,
si un estudiante est tratando de encontrar slo un hecho en}\par\pard\li102
6\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {una pgina, l ciertamente no neces
ita leer la pgina completa. }\par\pard\li1026\ri0\sl-320\slmult0 \fs22\cf0\f3\cha
rscalex100 {Puede leer deslizndose rpidamente por la pgina, hasta encontrar e
l hecho que est }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100
{buscando. Si por otra parte, se espera que l comente crticamente sobre un trozo
de }\par\pard\li1026\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {prosa, nece
sitar leer en forma ms lenta y analtica. }\par\pard\li1026\ri0\sl-213\slmult0 \fs18
ult0 \*\tx1400\fs24\cf0\f3\charscalex100 {1.}\tab \fs24\cf0\f3\charscalex100 {Por
qu muchas personas leen lentamente?
(falta de planeamiento previo, le
en }\par\pard\li1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {cada palabra
, ignoran la dificultad, estudian todo, o no cambian la velocidad) }\par\pard\li
3\charscalex100 {Qu hacen con sus ojos los lectores que prueba que podran leer ms rpi
do? (mirar }\par\pard\li1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {rpida
mente o ver cosas en movimiento) }\par\pard\li1026\ri0\sl-400\slmult0 \*\tx1400\
fs22\cf0\f3\charscalex100 {3.}\tab \fs22\cf0\f3\charscalex100 {Cmo leen los lecto
res lentos libros de textos, revistas, diarios?
(con la misma }\par\
pard\li1373\ri0\sl-293\slmult0 \fs24\cf0\f3\charscalex100 {velocidad lenta) }\pa

r\pard\li1026\ri0\sl-400\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {4.}\tab \f
s24\cf0\f3\charscalex100 {Cul debera ser ledo ms rpidamente, ficcin o no ficcin?
(
cin) }\par\pard\li1026\ri0\sl-413\slmult0 \*\tx1400\fs24\cf0\f3\charscalex100 {5.
}\tab \fs24\cf0\f3\charscalex100 {Los buenos lectores usan siempre la misma veloc
idad lenta? (no) }\par\pard\li1026\ri0\sl-413\slmult0 \*\tx1400\fs22\cf0\f3\char
scalex100 {6.}\tab \fs22\cf0\f3\charscalex100 {Cmo lo sabe?
(varan la velocidad
o algunas veces rpido, otras lentos, segn el }\par\pard\li1373\ri0\sl-293\slmult0
\fs24\cf0\f3\charscalex100 {propsito) }\par\pard\li1026\ri0\sl-413\slmult0 \*\tx1
400\fs24\cf0\f3\charscalex100 {7.}\tab \fs24\cf0\f3\charscalex100 {Cundo sera bueno
leer lentamente?
(al estudiar o leer crticamente) }\par\pard\li1026\ri0\sl-40
0 {Cundo sera bueno leer rpidamente? (al hojear o buscar un hecho o leer ficcin) }\p
\fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl
-426\slmult0 \fs22\cf0\f2\charscalex100 {34 }\par\pard\sect\sectd\sbknone\pgwsxn
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b {III.}\b0 \fs24\cf0\f0\charscalex100\b {- Prueba de Lectura Nio. }\b0 \par\pard
charscalex100\b {PRIMER AO A. }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\
f0\charscalex100\b {(Primer semestre ) }\b0 \par\column\pard\li946\ri0\sl-213\sl
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x100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li14
13\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - M
arta Belmar Mellado }\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0
\ri0\sl-453\slmult0 \fs24\cf0\f0\charscalex100\b {Escalas diagnsticas de Lectura
de Spache. }\b0 \par\pard\li200\ri0\sl-293\slmult0 \fs24\cf0\f0\charscalex100\b
{Adaptacin: Seplveda G., Jofr A., 1991 }\b0 \par\pard\sect\sectd\sbknone\pgwsxn122
40\pghsxn15840\marglsxn666\margrsxn133\cols2\colno1\colw10333\colsr-0\colno2\col
w1106\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult
0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-600\slmult0 \fs40\cf0\f0\charscalex
100\b {Nena iba a la escuela. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0
\fs40\cf0\f0\charscalex100\b {Lleg a la esquina. }\b0 \par\pard\li1026\ri0\sl-21
\ri0\sl-533\slmult0 \fs40\cf0\f0\charscalex100\b {Vio una luz roja. }\b0 \par\pa
cf0\par\pard\li1026\ri0\sl-546\slmult0 \fs40\cf0\f0\charscalex100\b {Esper la luz
verde. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\s
ex100\b {Entonces continu caminando a la escuela. }\b0 \par\column\pard\li0\ri0\s

i0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-346\slmult0 \fs22\cf0\f2\cha
rscalex100 {35 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666
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b {PRIMER AO B . }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex
100\b {(Segundo semestre) }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par
lmult0 \fs40\cf0\f0\charscalex100\b {La vaca vive en el campo. }\b0 \par\pard\li
0\charscalex100\b {Come pasto todo el da. }\b0 \par\column\pard\li0\ri0\sl-213\sl
3\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {
Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\
sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra Gmez Daz - Marta Be
lmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\m
argrsxn133\cols2\colno1\colw10333\colsr-0\colno2\colw1106\pard\li1026\ri0\sl-213
\b {En la noche ella est muy cansada. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \f
s18\cf0\par\pard\li1026\ri0\sl-506\slmult0 \fs40\cf0\f0\charscalex100\b {Entonce
s lentamente se vuelve a la casa. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18
ult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\
sl-600\slmult0 \fs40\cf0\f0\charscalex100\b {Quiero que me saque la leche, dice.
}\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\s
lmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri
0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-600\slmult0 \fs40\cf0\f0\chars
calex100\b {El campesino se la saca. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \f
s18\cf0\par\pard\li1026\ri0\sl-506\slmult0 \fs40\cf0\f0\charscalex100\b {Ella es
t contenta de dar su leche. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\pa
slmult0 \fs40\cf0\f0\charscalex100\b {El campesino se toma la leche. }\b0 \par\p
\cf0\f0\charscalex100\b {Sus nios se toman la leche. }\b0 \par\pard\li1026\ri0\sl
x100\b {Luego la vaca se duerme en el establo. }\b0 \par\column\pard\li0\ri0\sl213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0
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calex100 {36 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\m
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b {SEGUNDO }\b0 \fs40\cf0\f0\charscalex100\b {A.}\b0 \fs40\cf0\f0\charscalex100\
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6\slmult0 \fs40\cf0\f0\charscalex100\b {( Primer Semestre ) }\b0 \par\column\par
\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\
par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandr
a Gmez Daz - Marta Belmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn
15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\
\fs18\cf0\par\pard\li1026\ri0\sl-680\slmult0 \fs40\cf0\f0\charscalex100\b {Luis
tiene un pequeo carrito rojo. }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0
\f0\charscalex100\b {A l le gusta pasear en l. }\b0 \par\pard\li1026\ri0\sl-493\sl
mult0 \fs40\cf0\f0\charscalex100\b {Lo tira lentamente cerro arriba. }\b0 \par\p
ard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {Luego baja velozment
e el cerro. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\r

scalex100\b {Un}\b0 \fs40\cf0\f0\charscalex100\b { da llev a su perro con l. }\b0 \
par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {Subi al perro
en el carrito y lo empuj cerro }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf
0\f0\charscalex100\b {arriba. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0
\fs40\cf0\f0\charscalex100\b {Luego bajaron el cerro. }\b0 \par\pard\li1026\ri0
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b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {Salt fuera d
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scalex100\b {Luis tuvo que bajar solo. }\b0 \par\pard\li1026\ri0\sl-480\slmult0
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d\li1026\ri0\sl-520\slmult0 \fs40\cf0\f0\charscalex100\b {SEGUNDO B. }\b0 \par
\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {(Segundo Semestre)
}\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\
slmult0 \fs18\cf0\par\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferencial del Len
guaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex10
0 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\sectd\sbkno
ne\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl-213\slmult
26\ri0\sl-600\slmult0 \fs40\cf0\f0\charscalex100\b {Mara casi fue atropellada p
or un auto la }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs38\cf0\f0\charscalex10
0\b {semana pasada. Iba hacia la escuela en la }\b0 \par\pard\li1026\ri0\sl-48
0\slmult0 \fs38\cf0\f0\charscalex100\b {maana. Camin por la calle hacia la esqui
na, }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \fs38\cf0\f0\charscalex100\b {mir h
acia ambos lados y luego comenz a }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40
\cf0\f0\charscalex100\b {cruzar. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\
lt0 \fs38\cf0\f0\charscalex100\b {Un auto vena por la calle muy rpido}\b0 \fs38\cf
0\f0\charscalex100\b {, }\b0 \fs38\cf0\f0\charscalex100\b {al verlo, }\b0 \par\p
ard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {Mara cruz la calle cor
riendo. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\s
ex100\b {El conductor del auto estaba enojado, porque }\b0 \par\pard\li1026\ri
0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {tuvo que frenar. }\b0 \par\pard\l
par\pard\li1026\ri0\sl-533\slmult0 \fs38\cf0\f0\charscalex100\b {Mara estaba as

ustada, pero a la vez, estaba }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \fs40
\cf0\f0\charscalex100\b {contenta de no haber sido herida. }\b0 \par\pard\li103
0\par\pard\li10333\ri0\sl-346\slmult0 \fs22\cf0\f2\charscalex100 {38 }\par\pard\
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b {TERCERO A.}\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100
\b {(Primer Semestre) }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par
\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluac
in Diferencial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs1
pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1
r\pard\li1733\ri0\sl-533\slmult0 \fs40\cf0\f0\charscalex100\b {Roberto tiene u
n perro caf con blanco }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \fs40\cf0\f0\ch
arscalex100\b {llamado \uc1\u8220XManchitas\uc1\u8221X. Su nombre se debe
a }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {las m
anchas cafs que tiene en su nariz. }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \
fs40\cf0\f0\charscalex100\b {Roberto siempre lleva a su perro en sus paseos }\b0
\par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {al bosque.
El perro ayuda a espantar a
los }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \
fs40\cf0\f0\charscalex100\b {conejos. Roberto camina lentamente, pero su }\b0 \
par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {perro se escabu
lle a travs de las hojas. }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\
0\cf0\f0\charscalex100\b {Un da Manchitas abandon a Roberto, y se }\b0 \par\pard\l
i1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {fue solo. Roberto lo
llam y silb, pero el }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \fs40\cf0\f0\charsca
lex100\b {perro no volvi. Despus de un rato, Roberto }\b0 \par\pard\li1026\r
i0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {escuch a su perro ladrar a lo
lejos. Roberto }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscal
ex100\b {camin hacia donde sala el ladrido, hasta que }\b0 \par\pard\li1026\ri0\sl
-480\slmult0 \fs40\cf0\f0\charscalex100\b {encontr a su perro. Manchitas pens
que }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {haba c
apturado a un gato blanco con negro,}\b0 \fs40\cf0\f0\charscalex100\b { }\b0 \p
ar\pard\li1026\ri0\sl-493\slmult0 \fs40\cf0\f0\charscalex100\b {pero no era un g
ato, era un zorrillo }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard
0\f0\charscalex100\b {Esa noche el perro tuvo que dormir afuera. }\b0 \par\pard\
li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\c
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d\li1026\ri0\sl-520\slmult0 \fs40\cf0\f0\charscalex100\b {TERCERO B. }\b0 \par\p
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b0 \fs40\cf0\f0\charscalex100\b {).}\b0 \fs40\cf0\f0\charscalex100\b { }\b0 \par
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municacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docente
s: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn1
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Un da Rodrigo fue de paseo al zoolgico.
}\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs38\cf0\f0\charscalex100\b {Primero f
ue a la inmensa jaula de los leones. }\b0 \par\pard\sect\sectd\sbknone\pg
o2\colw7640\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {Se asu
st}\b0 \par\column\pard\li0\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {un p
oco cuando los leones }\b0 \par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn1584
0\marglsxn666\margrsxn133\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex
100\b {empezaron a rugir. Las jaulas estaban limpias, }\b0 \par\pard\li1026\ri0
\sl-493\slmult0 \fs38\cf0\f0\charscalex100\b {pero pareca que a los leones no les
gustaban, }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b
{debido a que caminaban de un lado a otro }\b0 \par\pard\li1026\ri0\sl-480\
slmult0 \fs40\cf0\f0\charscalex100\b {rugiendo y moviendo las colas. }\b0 \par\p
\cf0\par\pard\li1026\ri0\sl-533\slmult0 \fs38\cf0\f0\charscalex100\b {
Rodri
go estaba contento de que hubiera }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \
fs40\cf0\f0\charscalex100\b {una reja firme alrededor de los leones. }\b0 \par\p
\cf0\par\pard\li1026\ri0\sl-533\slmult0 \fs38\cf0\f0\charscalex100\b {
En el
camino de salida del zoolgico, }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs38\
cf0\f0\charscalex100\b {Rodrigo se par a mirar a otros animales. Vi }\b0 \par
\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscalex100\b {un lobo negro y un
zorro gris en sus jaulas. El }\b0 \par\pard\li1026\ri0\sl-493\slmult0 \fs38\cf
0\f0\charscalex100\b {cuidador estaba dndole de comer al lobo, }\b0 \par\pard\
li1026\ri0\sl-480\slmult0 \fs38\cf0\f0\charscalex100\b {pero no entr a la jaul
a, empuj la comida }\b0 \par\pard\li1026\ri0\sl-480\slmult0 \fs40\cf0\f0\charscal
ex100\b {hacia el lobo a travs de los barrotes. }\b0 \par\pard\li10333\ri0\sl-213
\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \

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7;32768}}
b {CUARTO AO. }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0
\li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferen
cial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\
charscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect
ar\pard\li1853\ri0\sl-546\slmult0 \fs36\cf0\f0\charscalex100\b {Un da de sol,
de la semana pasada, la}\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs34\cf0\f0\
charscalex100\b {profesora de Mara llev a su clase de paseo para}\b0 \par\par
d\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\b {observar la naturalez
a.
Cada vez que el grupo se }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs3
6\cf0\f0\charscalex100\b {acercaba a una nueva planta, paraban y la}\b0 \par
\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\b {examinaban, mient
ras la profesora explicaba sus }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36
\cf0\f0\charscalex100\b {partes.
Ella les mostr cmo una abeja obtiene la}\
b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\b {miel de las
flores y cmo un insecto se haba comido }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \
fs36\cf0\f0\charscalex100\b {partes de las hojas de algunas plantas. }\b0 \par\p
\cf0\f0\charscalex100\b {
}\b0 \fs36\cf0\f0\charscalex100\b { En algunas pl
antas las flores se haban cado y }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf
0\f0\charscalex100\b {las semillas haban empezado a formarse. }\b0 \par\pard\li17
charscalex100\b {Ms tarde, mientras estaban mirando algunos }\b0 \par\pard\li
1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\b {capullos, un nio encontr un
nido escondido en un }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\chars
calex100\b {rbol. Estaban muy quietos esperando que la mam}\b0 \par\pard\li1026\r
i0\sl-440\slmult0 \fs34\cf0\f0\charscalex100\b {volviera a alimentar a sus pequeo
s. Tenan razn, }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex10
0\b {ya que rpidamente volvi con un gusano gordo y }\b0 \par\pard\li1026\ri0\
sl-440\slmult0 \fs36\cf0\f0\charscalex100\b {jugoso en su pico. Ella aliment a s
us pequeuelos, }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex10
0\b {gorje un poco y luego vol en busca de ms }\b0 \par\pard\li1026\ri0\sl-4
40\slmult0 \fs36\cf0\f0\charscalex100\b {gusanos. La profesora de Mara dijo que
los pjaros }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\b
{coman bastante cada da.
Nos ayudan comiendo }\b0 \par\pard\li1026\ri0\sl-44
0\slmult0 \fs36\cf0\f0\charscalex100\b {insectos que podran destruir nuestras
plantas y }\b0 \par\pard\li1026\ri0\sl-440\slmult0 \fs36\cf0\f0\charscalex100\
b {comiendo semillas de maleza. }\b0 \par\pard\li10333\ri0\sl-213\slmult0 \fs18\
cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\sl
i0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-373\slmult0 \fs22\cf0\f2\cha
rscalex100 {41 }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666
\margrsxn133\pard\sect\sectd\sbkpage{\shp
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7;32768}}

b {QUINTO AO }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\
li0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferenc
ial del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\c
harscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\
sectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1733\ri0\sl
733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1733\ri0\sl-466\slmult0 \fs34\cf0\f0
\charscalex100\b {Como nio grumete, que trabaja en un barco, Juan}\b0 \par\pa
rd\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {Pablo tena todo tip
o de actividades extraas a bordo. }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \f
s34\cf0\f0\charscalex100\b {Algunas veces, l escobillaba la cubierta o ayudab
a al }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {coc}
\b0 \fs34\cf0\f0\charscalex100\b {inero. Limpiaba la cabina del capitn, y haca}\
b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {mandados, p
ero tena otras obligaciones que le gustaban }\b0 \par\pard\li1026\ri0\sl-386
\slmult0 \fs34\cf0\f0\charscalex100\b {ms. Ayudaba a limpiar los caones que el ba
rco mercante }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100
\b {llevaba como proteccin, adems, varias veces se paraba }\b0 \par\pard\li1
026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {detrs del timn para pilotear
el barco. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0
\sl-546\slmult0 \fs34\cf0\f0\charscalex100\b {
El capitn Benson escribi e
n el diario del barco o }\b0 \par\pard\li1026\ri0\sl-400\slmult0 \fs34\cf0\f0
\charscalex100\b {recuento diario, que el viaje era calmado y de buena}\b0
\par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {navegacin; nad
a fuera de lo usual sucedi, sin embargo, }\b0 \par\pard\li1026\ri0\sl-386\slmult0
\fs34\cf0\f0\charscalex100\b {cada da era una verdadera aventura para el jven}
\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {grumete.
Al final del viaje era una gran emocin avistar }\b0 \par\pard\li1026\ri0
\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {tierra. Cuando el barco atracaba
cerca de Fredericksburg,}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\c
harscalex100\b {Estados Unidos, Juan Pablo estaba esperando para bajar a }\b0 \p
ar\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {tierra. }\b0 \pa
s34\cf0\f0\charscalex100\b {
El hermano de Juan Pablo, tena una sastre
ra en}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {Frede
ricksburg y estaba muy contento en su nuevo hogar. }\b0 \par\pard\li1026\ri0\sl
-386\slmult0 \fs34\cf0\f0\charscalex100\b {l estaba deseoso de hablar}\b0 \fs34\c
f0\f0\charscalex100\b {le}\b0 \fs34\cf0\f0\charscalex100\b { acerca del maravill
oso pas, }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {p
ero Juan Pablo
ya quera a Norteamrica. Durante los }\b0 \par\pard\li1026\ri0
\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {aos siguientes, Juan Pablo visit
Norteamrica muy }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex1
00\b {seguido. l se acostumbr al confort y belleza de ese pas. }\b0 \par\pard\li1
026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {Mientras tanto haba aprendid
o a ser un experto marinero. }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\
par\pard\li1733\ri0\sl-560\slmult0 \fs34\cf0\f0\charscalex100\b {A pesar que no
era alto, era fuerte y gil. Con sus }\b0 \par\pard\li1026\ri0\sl-386\slmu
lt0 \fs34\cf0\f0\charscalex100\b {largos brazos poda izar y recoger una vela
como los }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b

{mejores hombres. }\b0 \par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\l
i10333\ri0\sl-426\slmult0 \fs22\cf0\f2\charscalex100 {42 }\par\pard\sect\sectd\s
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7;32768}}
b {SEXTO AO }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\r
i0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferenci
al del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\ch
arscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\s
ectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10
charscalex100\b {
Los elefantes salvajes se encuentran en la actualidad}\
b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {slo en las r
egiones clidas, en frica tropical y en India. }\b0 \par\pard\li1026\ri0\sl-386\sl
mult0 \fs32\cf0\f0\charscalex100\b {La historia era bastante diferente hace 30 m
il aos atrs. }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\
b {Entonces, dos especies de la familia de los elefantes }\b0 \par\pard\li10
26\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {habitaban en Amrica del Norte
y Europa en gran nmero. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\p
ard\li1026\ri0\sl-560\slmult0 \fs34\cf0\f0\charscalex100\b {
Uno de ello
s era el mastodonte. El mastodonte viva}\b0 \par\pard\li1026\ri0\sl-386\sl
mult0 \fs34\cf0\f0\charscalex100\b {en la parte oriental de Estados Unidos; dura
nte el perodo }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100
\b {de la era glacial. En los pantanos que se formaron cuando }\b0 \par\pard\li
1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {desapareci el hielo, much
as de estas inmensas criaturas }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34
\cf0\f0\charscalex100\b {fueron atrapadas y muertas.
Hemos encontrado alg
unos }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {de s
us esqueletos.}\b0 \fs34\cf0\f0\charscalex100\b {
}\b0 \fs34\cf0\f0\charscal
ex100\b {A primera vista, el mastodonte debe }\b0 \par\pard\li1026\ri0\sl-386\
slmult0 \fs34\cf0\f0\charscalex100\b {haber sido muy similar a los elefantes de
hoy da, excepto }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex1
00\b {que estaba cubierto con un pelaje lanudo y grueso y sus }\b0 \par\
pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {colmillos eran ms la
rgos. Era probablemente ms pesado }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34
\cf0\f0\charscalex100\b {que los que conocemos, pero no ms alto. Su cabeza era
}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {ms achata
da y su mandbula inferior ms larga. Sus }\b0 \par\pard\li1026\ri0\sl-386\slmu
lt0 \fs34\cf0\f0\charscalex100\b {dientes no eran como los dientes de los
elefantes de la}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscal
ex100\b {actualidad. }\b0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard
\li1026\ri0\sl-560\slmult0 \fs34\cf0\f0\charscalex100\b {
Ms de dosciento
s aos atrs, la gente de Nueva}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf
0\f0\charscalex100\b {Inglaterra encontr huesos de los mastodontes cuando }\b
0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {excavaron za
njas para secar los pantanos. Al principio }\b0 \par\pard\li1026\ri0\sl-38
6\slmult0 \fs34\cf0\f0\charscalex100\b {pensaron que los huesos que encontraron
eran huesos de}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex10
0\b {personas gigantes. Cuando encontraron dientes que }\b0 \par\pard\li1026

\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {pesaban ms de dos kilos ca
da uno, decidieron que los }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0
\charscalex100\b {gigantes, eran gigantes en realidad. }\b0 \par\pard\li10333\ri
lmult0 \fs22\cf0\f2\charscalex100 {43 }\par\pard\sect\sectd\sbknone\pgwsxn12240\
pghsxn15840\marglsxn666\margrsxn133\pard\sect\sectd\sbkpage{\shp
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7;32768}}
b {SPTIMO AO }\b0 \par\column\pard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\r
i0\ri0\sl-400\slmult0 \fs14\cf0\f1\charscalex100 {Asignatura: Evaluacin Diferenci
al del Lenguaje y Comunicacin }\par\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\ch
arscalex100 {Docentes: Alejandra Gmez Daz - Marta Belmar Mellado }\par\pard\sect\s
ectd\sbknone\pgwsxn12240\pghsxn15840\marglsxn666\margrsxn133\pard\li1026\ri0\sl213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10
\pard\li1026\ri0\sl-546\slmult0 \fs34\cf0\f0\charscalex100\b {
Uno de los
ms hermosos y durables tipos de piedras }\b0 \par\pard\li1026\ri0\sl-386\slmult0
\fs32\cf0\f0\charscalex100\b {de construccin, es el mrmol. El mrmol puede
ser }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs32\cf0\f0\charscalex100\b {blanc
o puro o coloreado, o puede tener vetas en l. Puede }\b0 \par\pard\li1026\ri0\sl
-386\slmult0 \fs32\cf0\f0\charscalex100\b {ser pulido, de modo que tenga una sup
erficie suave. Todo }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\chars
calex100\b {mrmol fue una vez piedra caliza. La piedra caliza, que se }\b0 \par\p
ard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {encuentra muy prof
unda bajo la tierra, se transforma en}\b0 \par\pard\li1026\ri0\sl-386\slmult0
\fs34\cf0\f0\charscalex100\b {mrmol por el calor y la presin. }\b0 \par\pard\li102
6\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-560\slmult0 \fs34\cf0\f0\c
harscalex100\b {
El granito es otra buena piedra de construccin. Se }
\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {forma de r
ocas tan calientes, que es lquido. Puedes haber}\b0 \par\pard\li1026\ri0\sl-386\
slmult0 \fs32\cf0\f0\charscalex100\b {visto fotos de rocas lquidas, o lava,
saliendo de los }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs32\cf0\f0\charsc
alex100\b {volcanes. La lava se enfra y se transforma en piedra }\b0 \par\p
ard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {bastante rpido. }\b0
\fs34\cf0\f0\charscalex100\b {Pero el granito est hecho del lquido caliente que
se }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {encuen
tra bajo la tierra. }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\
li1733\ri0\sl-560\slmult0 \fs34\cf0\f0\charscalex100\b {Esta roca se enfra lenta
mente. La roca lquida de }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0
\charscalex100\b {donde viene el granito se enfra tan lentamente que los }
\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {diferentes
materiales en ella se separan unos de otros y }\b0 \par\pard\li1026\ri0\sl
-386\slmult0 \fs32\cf0\f0\charscalex100\b {forman cristales. El granito es siem
pre una roca jaspeada, }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\cha
rscalex100\b {ya que los cristales en ella tienen diferentes colores. Los }\b0
\par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {minerales que
se encuentran siempre en el granito son el }\b0 \par\pard\li1026\ri0\sl-386\slm
ult0 \fs34\cf0\f0\charscalex100\b {cuarzo y el feldespato. Las manchas oscuras e

n el granito }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100
\b {son generalmente de algn otro mineral. El granito es un }\b0 \par\pard\li10
26\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {buen material de construccin,
debido a que es muy duro. }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f
0\charscalex100\b {Puede ser bellamente pulido y el clima no lo daa. }\b0 \par\pa
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7;32768}}
scalex100\b {OC}\b0 \fs34\cf0\f0\charscalex100\b {TAVO AO. }\b0 \par\column\pard\
ard\li0\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li0\ri0\sl-400\slmult0 \fs14\cf0\f
1\charscalex100 {Asignatura: Evaluacin Diferencial del Lenguaje y Comunicacin }\pa
r\pard\li466\ri0\sl-213\slmult0 \fs12\cf0\f1\charscalex100 {Docentes: Alejandra
Gmez Daz - Marta Belmar Mellado }\par\pard\sect\sectd\sbknone\pgwsxn12240\pghsxn15
840\marglsxn666\margrsxn133\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li
ar\pard\li1733\ri0\sl-520\slmult0 \fs34\cf0\f0\charscalex100\b {Una razn muy impo
rtante para la lectura lenta, es la}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs3
4\cf0\f0\charscalex100\b {falta de planeamiento previo. Muchos lectores lent
os no }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs32\cf0\f0\charscalex100\b {ha
n aprendido a adaptar su velocidad a la dificultad del }\b0 \par\pard\li1026\
ri0\sl-386\slmult0 \*\tx5053\*\tx6813\*\tx8413\*\tx9333\fs34\cf0\f0\charscalex10
0\b {material que estn}\b0 \tab \fs34\cf0\f0\charscalex100\b {leyendo.}\b0 \tab
\fs34\cf0\f0\charscalex100\b {Pueden}\b0 \tab \fs34\cf0\f0\charscalex100\b {ver
}\b0 \tab \fs34\cf0\f0\charscalex100\b {objetos }\b0 \par\pard\li1026\ri0\sl-386
\slmult0 \fs34\cf0\f0\charscalex100\b {rpidamente con sus ojos, como el mira
r a travs de la}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscale
x100\b {ventana de un auto en movimiento, pero cuando leen, los }\b0 \par\pard\l
i1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {mismos movimientos rpidos
no estn presentes. Se paran}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\
charscalex100\b {a mirar cada palabra, como si eso fuera necesario para }\
b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs32\cf0\f0\charscalex100\b {en}\b0 \fs3
2\cf0\f0\charscalex100\b {contrar ideas. Tienden a lee}\b0 \fs32\cf0\f0\charscal
ex100\b {r }\b0 \fs32\cf0\f0\charscalex100\b {lo}\b0 \fs32\cf0\f0\charscalex100\
b {s libros de texto, revistas }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf
0\f0\charscalex100\b {y }\b0 \fs34\cf0\f0\charscalex100\b {an los diarios, a la m
isma velocidad. }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li17
\pard\li1733\ri0\sl-413\slmult0 \fs34\cf0\f0\charscalex100\b {Muchos estudios
acerca de los buenos lectores, han}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \
fs34\cf0\f0\charscalex100\b {mostrado que la velocidad en el material de fi
ccin,}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs32\cf0\f0\charscalex100\b {debera
ser dos o tres veces ms rpida que en el de no }\b0 \par\pard\li1026\ri0\sl
-386\slmult0 \fs32\cf0\f0\charscalex100\b {ficcin. Los lectores lentos tienden a
\uc1\u8220Xestudiar\uc1\u8221X todo lo que }\b0 \par\pard\li1026\ri0\sl-386\slmu
lt0 \fs34\cf0\f0\charscalex100\b {leen, mientras que los buenos lectores vara
n su rapidez}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\

b {conscientemente de acuerdo a los tipos de hechos que}\b0 \par\pard\li102
6\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {deseen considerar. Por ejempl
o, si un estudiante est }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\
charscalex100\b {tratando de encontrar slo un hecho en una pgina, l }\b0 \par\
pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {ciertamente no nece
sita leer la pgina completa. }\b0 \par\pard\li1733\ri0\sl-213\slmult0 \fs18\cf0\p
ar\pard\li1733\ri0\sl-560\slmult0 \fs34\cf0\f0\charscalex100\b {Puede leer desl
izndose rpidamente por la pgina,}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf
0\f0\charscalex100\b {hasta encontrar el hecho que est buscando. Si por otra
}\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\b {parte, s
e espera que l comente crticamente sobre un }\b0 \par\pard\li1026\ri0\sl-38
6\slmult0 \fs34\cf0\f0\charscalex100\b {trozo de prosa, necesitar leer en forma
ms lenta y }\b0 \par\pard\li1026\ri0\sl-386\slmult0 \fs34\cf0\f0\charscalex100\
b {analtica. }\b0 \par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333
\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li10333\ri0\sl-213\slmult0 \fs18\cf0\par\
s22\cf0\f2\charscalex100 {45 }\par}

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