Investigaciones sobre lectura Nº 9, (2018)
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- PublicationOpen AccessHabits of reading in college. Case degree of administration of the Tejupilco professional academic unit(Asociación Española de Comprensión Lectora, 2018) Cardoso Jiménez, Daniel; Bobadilla Beltrán, Salvador; Pérez Chávez, Manuel AntonioThere was realized a study of descriptive type - transversely to determine the habits of reading in students of the master of Administration of the Academic Professional Unit Tejupilco dependent on the Autonomous University of the State of Mexico during March, 2017. Of a population of 156 students of both sexes, there was selected at random a sample of 111 students, to which an instrument applied evaluative type questionnaire of habits of reading (CHL) structured and I validate with a value of Cronbach's alpha of 0.859; the obtained information was processed by the statistical package SPSS to see 17, to calculate his frequency and percentage of incident of the habits of reading. The studied population was 86 (55%) women and 70 (45%) men, 78 (50%) students were of rural origin and 78 of urban origin. Later they present values of the sample; 68 (61.1%) parents did not read a book a year; for the case of the students it highlights the following thing: 49 (44.4%) students never visited the library to read, 65 (58.35%) students presented problems of reading, 74 (66.7%) students dedicated less than one hour to the reading per week, 86 (77.8%) students dedicated to reading less than one hour a day. The behaviour of the habits of reading in students of the master of Administration predominates over a low level in 77 pupils (69.75%).
- PublicationOpen AccessReading response latencies in Spanish: effects of lexicality and frequency(Asociación Española de Comprensión Lectora, 2018) Difalcis, Micaela; Ferreres, Aldo; Abusamra, ValeriaThe aim of this work was to design and apply a test of reading words and non-words (PaNoPa) to study the response latencies in Spanish-speaking subjects. A single previous study had reported such effects but the test used did not control lexical variables (number and frequency of orthographic neighbors) or sublexical variables (frequency of bigram and initial phonemes) that are important for the correct analysis of latencies. The study of effects of lexicality and frequency in control participants is relevant for the discussion on the universality of psycholinguistic reading models and also for the characterization of reading disorders due to brain lesions (acquired dyslexia) in Spanish-speaking subjects. With an exhaustively controlled test, reading latencies were obtained in a sample of Spanish-speaking readers and an ANOVA analysis was carried out by subject and by type of stimulus. The results showed significantly lower latencies for words with respect to non-words (lexicality effect) and for frequent words regarding infrequent words (frequency effect). A significant difference was also found between the latencies of the infrequent words and the non-words. These findings provide evidence in favor of the existence of a lexical reading route in a transparent language such as Spanish and provide a tool and data for the psycholinguistic study of the reading alterations of Spanish-speaking subjects with acquired dyslexia.
- PublicationOpen AccessReading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1 cross-linguistic influence across grades(Asociación Española de Comprensión Lectora, 2018) Llanes Baró, ÀngelsReading in a second or foreign language (L2) is a more complicated process than reading in one's first language because it requires additional demands on the reader. Reading can be assessed from various domains. Reading fluency is known to be the most determining domain to identify reading problems (Rasinski, 2000). However, the goal of reading is comprehending a text, so comprehension should not be disregarded either. Despite the importance of reading in an L2, few studies have focused on examining its effects. The goal of the present study is threefold: first, to provide the estimates of L2 English reading rates of L1 Catalan/Spanish students of different ages and grades; second, to examine whether there are significant differences between participants of different grades in terms of reading rates, comprehension and efficacy; and third, to explore whether the students' reading rates in the L1 are correlated with their L2 reading rates and if so, the extent to which L1 reading rates explain L2 reading rates. 790 Catalan/Spanish learners of English participated in the present study. Participants were from 5th grade primary (age 12) to 2nd baccalaureate (age 18). They were asked to read two texts, one in English and the other one in their L1 (they could choose between Catalan or Spanish). They were asked to answer 7 multiple-choice comprehension questions after reading each text. Next, their scores on fluency (words read per minute), comprehension (percentage of comprehended text) and efficacy (a formula that integrates speed and comprehension) were obtained. Results show that reading fluency and comprehension are not linear and that they do not necessarily improve over time. Results also show that L1 and L2 reading fluency rates are highly correlated and that L1 reading rates explain a large percentage of L2 reading rates.
- PublicationOpen AccessPreconceptions and education of the reading and writing in the initial training of the students of Magisterio(Asociación Española de Comprensión Lectora, 2018) Díez Mediavilla, Antonio; Güemes Suárez, Luis; Molina Molina, MaríaLas nuevas perspectivas aportadas por la crítica durante los últimos años nos empujan a plantear pautas de actuación didáctica de carácter claramente renovador en lo que se refiere a la consideración teórica y a las estrategias de actuación didáctica relacionadas con el aprendizaje de la lectoescritura. Conocer los preconceptos sobre los que han de operar los nuevos modelos de actuación didáctica resulta un requisito de especial utilidad a la hora de planificar la formación de los nuevos maestros. A tal fin, se ha seleccionado un grupo de 345 estudiantes de tercero de Magisterio en la especialidad de Primaria, a quienes se las ha pasado un cuestionario con una escala Likert de 4 puntos de respuesta (totalmente de acuerdo, de acuerdo, en desacuerdo, totalmente en desacuerdo) sobre distintos ámbitos relacionados con la enseñanza y desarrollo de las habilidades lecto-escritoras que nos permitirán conocer aquellas creencias o preconceptos que constituyen el magma operativo sobre el que habría que determinar qué aspectos deben reconducirse o completarse para la adecuada formación didáctica de los futuros maestros.