Publication: Estudio sobre la animación a la lectura en el alumnado de Educación Primaria en un contexto socialmente desfavorecido
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Date
2022
Authors
Ramos Navas-Parejo, Magdalena ; Cáceres Reche, María Pilar ; Martínez Domingo, Jose Antonio ; Berral Ortiz, Blanca
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i36.2.93922
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info:eu-repo/semantics/article
Description
Abstract
Adquirir el hábito de la lectura es un aspecto clave para
dominar las competencias lecturas fundamentales para el
éxito educativo y para la educación integral de la persona.
En el caso del alumnado en riesgo de exclusión social, puede
suponer el antídoto para evitar el fracaso escolar y su
integración social. Sin embargo, no resulta una tarea fácil
para los docentes animar a leer, especialmente en este
alumnado. Para ello se hacen necesarias intervenciones
efectivas que impliquen a las familias y se encuentren
dentro de los intereses del mismo. El objetivo de este
estudio es analizar la animación a la lectura que realiza con
el alumnado de Educación Primaria de una zona
socialmente deprimida de Granada. A través del empleo de
una metodología de corte cuantitativo con carácter
descriptivo y exploratorio, por medio del método de
encuesta. Se obtiene como resultado una importante falta
de implicación por parte de la familia en los procesos de
fomento de lectura, la receptividad positiva del alumnado
hacia los libros y las actividades de animación lectora y la
falta de uso de recursos TIC motivadores para incentivar la
lectura en los centros educativos. Se concluyen
confirmando la necesidad urgente de intervenir en estos
colegios, a través de actividades que se encuentren dentro
delos intereses del alumnado y con la concienciación e
implicación de los familiares.
Acquiring the habit of reading is a key aspect of mastering the reading skills that are fundamental for educational success and for the integral education of the individual. In the case of students at risk of social exclusion, it can be the antidote to school failure and social integration. However, it is not an easy task for teachers to encourage reading, especially among these students. This requires effective interventions that involve the families and are in the interests of the students themselves. The aim of this study is to analyse the reading promotion carried out with primary school pupils in a socially deprived area of Granada. Through the use of a quantitative methodology with a descriptive and exploratory nature, by means of the survey method. The results show a significant lack of family involvement in reading promotion processes, the positive receptiveness of pupils towards books and reading activities and the lack of use of motivating ICT resources to encourage reading in schools. They conclude by confirming the urgent need to intervene in these schools, through activities that are within the interests of the pupils and with the awareness and involvement of their families.
Acquiring the habit of reading is a key aspect of mastering the reading skills that are fundamental for educational success and for the integral education of the individual. In the case of students at risk of social exclusion, it can be the antidote to school failure and social integration. However, it is not an easy task for teachers to encourage reading, especially among these students. This requires effective interventions that involve the families and are in the interests of the students themselves. The aim of this study is to analyse the reading promotion carried out with primary school pupils in a socially deprived area of Granada. Through the use of a quantitative methodology with a descriptive and exploratory nature, by means of the survey method. The results show a significant lack of family involvement in reading promotion processes, the positive receptiveness of pupils towards books and reading activities and the lack of use of motivating ICT resources to encourage reading in schools. They conclude by confirming the urgent need to intervene in these schools, through activities that are within the interests of the pupils and with the awareness and involvement of their families.
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Citation
Revista interuniversitaria de formación del profesorado, V. 36(2), N. 97, 2022
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