Investigaciones sobre lectura Nº 5, (2016)
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Nº 5 (2016)
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- PublicationOpen AccessReading comprehension in Spanish language and literature manuals of the second cycle of Elementary Education(Asociación Española de Comprensión Lectora, 2016) Sánchez Hita, BeatrizThis paper deals with the readings and reading comprehension exercises from a representative set of Spanish language and Spanish literature textbooks, used in the second cycle of Elementary Education in Andalusia. Specifically, we attend on the typology of the texts, the selected authors and books and the exercises focused on the readings. The objective of the study is the determination of how the proposed texts help in the reading comprehension and which are the better ways to work with them.
- PublicationOpen AccessCambiemos la historia. Una creación hipertextual basada en las TIC(Asociación Española de Comprensión Lectora, 2016) Marco Martínez, María; Bañón Olivares, DaríoThe historical chronology shows a narrow intertextual link between literature and music, present in various cultural and artistic contexts. It is essential, therefore, employment and use of educational skills as the main approach to promoting reading habit among students. Through to ICT and the area of Arts Education can develop an active methodology where standards and focused on the understanding and the promotion of reading fiction in the area of Spanish Language and Literature contents are worked, thus promoting creativity and autonomy in students through meaningful learning that contributes to the development of the learners. The draft is based on a teaching experience of hypertext creation aimed at students in 5th year of Primary Education (2nd Tranche), where classical literature (folktales) merges with the ternary musical form (ABA), the point starting from a narrative and musical invention which is reflected in ICT tools through different program used for editing and mounting. This is intended also to demonstrate the similarity between the structure and organization which keep the literary and musical patterns.
- PublicationOpen AccessArtes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales(Asociación Española de Comprensión Lectora, 2016) Vicente Yagüe Jara, M.ª IsabelThe current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods. Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom. From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.
- PublicationOpen AccessCandela(Asociación Española de Comprensión Lectora, 2016) Pinzón Varilla, Luisa
- PublicationOpen AccessLa lectura dialógica como medio para la mejora de la comprensión lectora(Asociación Española de Comprensión Lectora, 2016) Gutiérrez Fresneda, RaúlIn our society, written communication has a special significance, being an essential reading for access to information and for school success. Children acquire learning to read from the earliest ages from the relationship with the people around them. Dialogic learning is in the context of theories that emphasize interaction and dialogue as sources of learning so that the meaning, understanding and learning are enhanced through interactions that are established through a text. The purpose of this study was to analyze whether through learning programs that integrate dialogic reading along with the usual practices focused on teaching reading improved reading skills are acquired. A quasi-experimental comparison group design with pretest and posttest measures was used. In the study 120 students participated aged between 8 and 9 years. The results weigh the potential value of the program and support the development of teaching models that integrate dialogic reading practices in classroom dynamics as it facilitates the learning of reading comprehension.