Impacto del plan lector en estudiantes de educación primaria

  1. Moreno-Guerrero, Antonio-José 1
  2. Marín-Marín, José-Antonio 1
  3. Carmona-Serrano, Noemí 1
  4. López-Belmonte, Jesús 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Innoeduca: international journal of technology and educational innovation

ISSN: 2444-2925

Año de publicación: 2023

Volumen: 9

Número: 2

Páginas: 149-161

Tipo: Artículo

DOI: 10.24310/INNOEDUCA.2023.V9I2.15175 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Innoeduca: international journal of technology and educational innovation

Resumen

El mundo actual se encuentra condicionado no solo por la pandemia derivada de la COVID-19, sino por la facilidad e inmediatez de la información en diversos formatos. En su vertiente escrita, para ser procesada la información, necesita de una lectura previa por parte de las personas. Por ello, la lectura se alza como una habilidad fundamental en la vida social y académica de las personas. Este aspecto se fomenta en los centros educativos por medio de diversas prácticas recogidas en un documento oficial denominado Plan Lector. Los objetivos del presente estudio se centran en conocer la influencia de dicho plan en la motivación, la inteligencia emocional, la fluidez y comprensión lectora del alumnado de educación primaria. Para alcanzar estos objetivos se ha propuesto un diseño de investigación cuasi-experimental de tipo pre-post fundamentado en una metodología cuantitativa. En el estudio han participado 114 estudiantes de educación primaria de un centro educativo de Ceuta (España). La recogida de datos se ha llevado a cabo mediante tres instrumentos validados (Cuestionario de Estrategias Motivadas para el Aprendizaje, Inventario de Inteligencia Emocional de BarOn y el EMLE-TALE 2000). Los resultados revelan que las acciones desplegadas en el plan lector del centro educativo han supuesto mejoras en la fluidez y comprensión lectora. Sin embargo, las actuaciones realizadas no han mejorado la motivación ni la inteligencia emocional de los discentes.

Referencias bibliográficas

  • Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933-958. https://doi.org/10.1007/s11145-006-9024-z
  • Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The relationship between students’ reading motivation and reading comprehension. Journal of Education and Practice, 4(18), 8-17.
  • Álvarez-Cañizo, M., Cueva, E., Cuetos, F., & Suárez-Coalla, P. (2020). Reading fluency and reading comprehension in spanish secondary students. Psicothema, 32(1), 75-83. https://doi.org/10.7334/psicothema2019.196
  • Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346. https://doi.org/10.1080/10888438.2014.902461
  • Baron, N. S. (2017). Reading in a digital age. Phi Delta Kappan, 99(2), 15-20. https://doi.org/10.1177/0031721717734184
  • Başaran, M. (2013). Reading fluency as an indicator of reading comprehension. Educational Sciences: Theory and Practice, 13(4), 2287-2290. https://doi.org/10.12738/estp.2013.4.1922
  • Bautista-Vallejo, J. M., & Hernández-Carrera, R. M. (2020). Aprendizaje basado en el modelo STEM y la clave de la metacognición. Innoeduca. International Journal of Technology and Educational Innovation, 6(1), 14-25. https://doi.org/10.24310/innoeduca.2020.v6i1.6719
  • Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.
  • Blachowicz, C., & Ogle, D. (2017). Reading comprehension: Strategies for independent learners. Guilford Publications.
  • Bonanomi, A. Cadamuro, A., Olivari, M.G., Versari, A., & Confalonieri, E. (2020). The psychometric properties of the Motivated Strategies for Learning Questionnaire (MSLQ): Multidimensional Rasch analysis on primary school data. Testing, Psychometrics, Methodology in Applied Psychology, 27, 511-528.
  • Cáceres Reche, P., Marín-Marín, J., Campos Soto, N., & Ramos Navas-Parejo, M. (2022). Animación a la lectura por medio del libro digital: una revisión sistemática. En E. Sánchez Rivas, E. Colomo Magaña, J. Ruiz Palmero & M. Gómez García (Coords.), La tecnología educativa como eje vertebrador de la innovación (pp. 129-140). Octaedro.
  • Calet, N., Gutiérrez-Palma, N., & Defior, S. (2013). A cross-sectional study of fluency and reading comprehension in spanish primary school children. Journal of Research in Reading, 38(3), 272-285. https://doi.org/10.1111/1467-9817.12019
  • Carmona-Serrano, N., Moreno-Guerrero, A.-J., Marín-Marín, J.-A., & López-Belmonte, J. (2021). Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science. Brain Sciences, 11(1), 1-16. https://doi.org/10.3390/brainsci11010074
  • Catts, H. W., Nielsen, D. C., Bridges, M. S., & Liu, Y.-S. (2016). Early identification of reading comprehension difficulties. Journal of Learning Disabilities, 49(5), 451-465. https://doi.org/10.1177/0022219414556121
  • Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J.-A., & Moreno-Guerrero, A.-J. (2021). COVID-19 in the Field of Education: State of the Art. Sustainability, 13(10), 1-17. https://doi.org/10.3390/su13105452
  • Chou, P.N., & Feng, S.T. (2019). Using a Tablet Computer Application to Advance High School Students’ Laboratory Learning Experiences: A Focus on Electrical Engineering Education. Sustainability, 11(2), 1-14. https://doi.org/10.3390/su11020381
  • Díaz Díaz, M., Echegoyen Sanz, Y., & Martín Ezpeleta, A. L. (2022). La Lectura en medios digitales y el proceso lector de los docentes en formación. Pixel-Bit. Revista De Medios Y Educación, (63), 131–157. https://doi.org/10.12795/pixelbit.91903
  • García-Delgado Giménez, B., & Arias Rubio, G. (2021). Evaluación de los hábitos de lectura de prensa digital en alumnos universitarios de ciencias de la información: el caso de España y Portugal (2017). EDMETIC, 10(1), 176-197. https://doi.org/10.21071/edmetic.v10i1.12791
  • Hernández, R., Fernández, C., & Baptista, M.P. (2014). Metodología de la Investigación. McGraw Hill.
  • Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321
  • Hulme, C., & Snowling, M. J. (2012). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1-5. https://doi.org/10.1111/cdep.12005
  • Kim, Y.-S. G., & Wagner, R. K. (2015). Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, 19(3), 224-242. https://doi.org/10.1080/10888438.2015.1007375
  • Kim, Y.-S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade 1 to grade 2. Journal of Experimental Child Psychology, 113(1), 93-111. https://doi.org/10.1016/j.jecp.2012.03.002
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321. https://doi.org/10.1037/0022-0663.100.2.310
  • Kočiský, T., Schwarz, J., Blunsom, P., Dyer, C., Hermann, K. M., Melis, G., & Grefenstette, E. (2018). The NarrativeQA reading comprehension challenge. Transactions of the Association for Computational Linguistics, 6, 317-328. https://doi.org/10.1162/tacl_a_00023
  • Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., & Leys, C. (2018). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11(2), 151-165. https://doi.org/10.1177/1754073917735902
  • López-Belmonte, J., Moreno-Guerrero, A.-J., Marín-Marín, J.-A., & Lampropoulos, G. (2022). The impact of gender on the use of augmented reality and virtual reality in students with ASD. Education in the Knowledge Society (EKS), 23, 1-14. https://doi.org/10.14201/eks.28418
  • López-Belmonte, J., Moreno-Guerrero, A.-J., Pozo-Sánchez, S., & Marín-Marín, J.-A. (2021). Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science. Australasian Journal of Educational Technology, 37(6), 119-140. https://doi.org/10.14742/ajet.6940
  • Marín-Marín, J.A., Moreno-Guerrero, A.J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8, 1-21. https://doi.org/10.1186/s40594-021-00296-x
  • Marín-Marín, J.-A., Soler-Costa, R., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2020). Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts. Education Sciences, 10(9), 239. https://doi.org/10.3390/educsci10090239
  • Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17(4), 433-442. https://doi.org/10.1016/0160-2896(93)90010-3
  • McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. In K.D. Federmeier, & J. L. Montag (Eds.), The psychology of learning and motivation (pp. 297-384). Elsevier. https://doi.org/10.1016/s0079-7421(09)51009-2
  • Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460. https://doi.org/10.1080/10888438.2019.1602836
  • Moreno-Guerrero, A., Soler-Costa, R., Marín-Marín, J., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107-117. https://doi.org/10.3916/C68-2021-09
  • Nelson, D. B., & Low, G. R. (2011). Emotional intelligence: Achieving academic and career excellence in college and in life. Pearson Education.
  • Pearson, P. D., & Cervetti, G. N. (2017). The roots of reading comprehension instruction. In S. E. Israel (Ed.), Handbook of research on reading comprehension (pp. 12–56). The Guilford Press.
  • Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344. https://doi.org/10.1016/0361-476x(83)90019-x
  • Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling, & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757642.ch13
  • Perfetti, C., & Stafura, J. (2013). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687
  • Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519. https://doi.org/10.1598/rt.58.6.2
  • Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307-322. https://doi.org/10.7821/naer.2022.7.1025
  • Pozo-Sánchez, S., López-Belmonte, J., Moreno-Guerrero, A. J., & Fuentes-Cabrera, A. (2021). Eficácia da aprendizagem invertida e realidade aumentada na nova normalidade educacional da era Covid-19. Texto Livre, 14(2), 1-17. https://doi.org/10.35699/1983-3652.2021.34260
  • Ramos-Navas-Parejo, M., Cáceres-Reche, M., Soler-Costa, R., & Marín-Marín, J. (2020). uso de las TIC para la animación a la lectura en contextos vulnerables. Texto Livre, 13(3), 240-261. https://doi.org/10.35699/1983-3652.2020.25730
  • Ramos-Navas-Parejo, M., Cáceres-Reche, M., Marín-Marín, J., & Rodríguez-Jiménez, C. (2021). Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica. Información Tecnológica, 32(3), 89-100. https://doi.org/10.4067/s0718-07642021000300089
  • Ramos-Navas-Parejo, M., Cáceres-Reche, M., Marín-Marín, J., & Victoria-Maldonado, J. (2022). Validation of the Questionnaire on Reading Preferences and Habits of Primary School Pupils at Risk of Social Exclusion. Education Sciences, 12(5), 332. https://doi.org/10.3390/educsci12050332
  • Resmisari, D., & Sitepu, J. B. (2022). A correlation between vocabulary mastery and emotional intelligence towards reading comprehension. Journal of English Language and Literature (JELL), 7(1), 47-54. https://doi.org/10.37110/jell.v7i1.142
  • Reynolds, M., & Besner, D. (2006). Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1303-1323. https://doi.org/10.1037/0096-1523.32.6.1303
  • Ruiz-Palmero, J., Colomo-Magaña, E, Sánchez-Rivas, E., & Linde-Valenzuela, T. (2021). Estudio del uso y consumo de dispositivos móviles en universitarios. Digital Education Review, (39), 89-104. https://doi.org/10.1344/der.2021.39.89-104
  • Schallert, D. L. (2017). The role of illustrations in reading comprehension. In Theoretical issues in reading comprehension (pp. 503-524). Routledge. https://doi.org/10.4324/9781315107493-27
  • Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence. Reading research quarterly, 47(4), 427-463. https://doi.org/10.1002/RRQ.030
  • Serrano, A. (2017). Inteligencia Emocional en Educación Primaria [Trabajo Final de Grado, Universidad de Sevilla]. Sevilla.
  • Stevens, E. A., Walker, M. A., & Vaughn, S. (2016). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576-590. https://doi.org/10.1177/0022219416638028
  • Suk, N. (2016). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. https://doi.org/10.1002/rrq.152
  • Taboada, A. T., & Klauda, S. L. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
  • Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2008). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85-106. https://doi.org/10.1007/s11145-008-9133-y
  • Toro, J., Cervera, M.., & Urío, C. (2000). EMLE. Escala Magallanes de Lectura y Escritura. TALE-2000. Manual de Referencia. Grupo ALBOR-COHS.
  • Trujillo, F., Fernández, M., Montes, R., Segura, A., Alaminos, F., & Postigo, A. (2020). Panorama de la educación en España tras la pandemia de COVID-19: La opinión de la Comunidad Educativa. Fad
  • Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96(1), 110-118. https://doi.org/10.1037/0022-0663.96.1.110
  • Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239. https://doi.org/10.1207/s1532799xssr0503_2
  • Yildiz, M., & Çetinkaya, E. (2017). The relationship between good readers attention, reading fluency and reading comprehension. Universal Journal of Educational Research, 5(3), 366-371. https://doi.org/10.13189/ujer.2017.050309
Fuente de los datos: Dialnet