Browsing by Subject "Reading competence"

Now showing 1 - 3 of 3
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    La proxemia en la lectura: cómo se aproximan al texto los lectores de primaria según su edad, contexto y nivel de competencia lectora
    (Asociación Española de Comprensión Lectora, 2019) Recio Pineda, Sara
    Some readers distance themselves from the text they are reading, others look at it and approach it from their seats, others come closer covering the text, touching it or laying their arms in the surrounding spaces, and many other readers seize the text making it theirs, placing it closer to them. In the past recent years, the study of proxemics includes the relationships of distance, contact and interaction that people establish with furniture, architecture and objects. As an extension of this idea, this study aims to describe and explore how a sample of 72 schoolers interacts with the text in the course of an individual activity that they do from a desk at school. We also analyze the connection between the proxemics of the participants and their age, school and reading competence. We asked participants to read a short story that was appropriate to their age and we captured a drawing of their proxemics in relation to the text (location and angle of the shoulders, trunk, arms, hands and head). After analyzing the different drawings, we concluded that 4 proxemic categories with different versions could be extracted from the corpus. We found that the majority of readers chose to lean out the text, looking at it, although readers who according to their teachers had a higher level of reading competence would approach the text by holding it or either they would appropriate the text by raising it. The categories that showed a better proximity to the text stood out among second grade participants. The use of a finger-pacer strategy experienced a fall among fourth grade readers, but we observed an increase in the use of this strategy again among sixth grade schoolers. Finally, we found evidence that the school context influences the proxemic behavior of learners.
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    Reading motivation and reading habits of future teachers
    (Asociación Española de Comprensión Lectora, 2017) Vera Valencia, Sergio
    According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers. To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha. Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very few are frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found. Implications of the discrepancies found between what future teachers say and do as readers are discussed
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    Relación entre creatividad y comprensión : hacia un nuevo modelo de educación lectora para la formación del profesorado
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2022) Vicente-Yagüe Jara, María Isabel de; López Martínez, Olivia; Lorca Garrido, Antonio José; Gutiérrez-Fresneda, Raúl
    El objetivo general del estudio se dirige a analizar si la creatividad puede vincularse con el proceso lector del alumnado de Educación Secundaria Obligatoria, con el fin de descubrir un nuevo modelo de educación lectora de aplicación en el ámbito de la formación del profesorado. Se trata de una investigación de corte cuantitativo no experimental o ex post-facto, de tipo descriptivo y correlacional. El estudio ha contado con 154 estudiantes de 1.º y 4.º de Educación Secundaria Obligatoria y se han empleado dos instrumentos para la recogida de datos: la batería para la Evaluación de los Procesos Lectores en Secundaria y Bachillerato – Revisada, PROLEC-SE-R (Ramos et al., 2016) y la prueba de Inteligencia Creativa CREA(Corbalán et al., 2003). Los resultados más destacados ponen de manifiesto que la creatividad presenta una correlación significativa de manera positiva con cinco de las seis dimensiones lectoras (selección léxica, categorización semántica, estructuras gramaticales, juicios de gramaticalidad y comprensión expositiva), así como con el índice general de lectura, lo que permite considerar la creatividad en calidad de componente del proceso lector. Además, no existen diferencias estadísticamente significativas en los niveles de creatividad y comprensión lectora en función del género, mientras que sí se observan con respecto al nivel educativo. Finalmente, se concluye afirmando que es preciso avanzar en la descripción de un perfil lector que permita identificar los factores que inciden en el desarrollo de la comprensión de textos, con el fin de transferir dichos resultados a la práctica educativa y la formación del profesorado.