Investigaciones sobre lectura Nº 7, (2017)
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- PublicationOpen AccessBooktrailer y Booktuber como herramientas LIJ 2.0 para el desarrollo del hábito lector = Booktrailer and Booktuber as LIJ 2.0 tools for development of reading habits(Asociación Española de Comprensión Lectora, 2017) Rovira-Collado, JoséIn the most recent formulas to promote reading, we focus on two dynamics that offer us many possibilities in schools to encourage reading habits of our students. Are Booktrailer, audiovisual books publicity like cinema and Booktuber, video reviews of the latest readings mainly young people shared across different Internet tools. New digital devices have favored recording, editing and publishing video, so the audiovisual and multimedia format becomes the perfect ally of reading. This paper want to do a description of both concepts, considering their advantages and disadvantages and especially the many possibilities of implementation in the educational field to work reading comprehension. For this show, various examples of good practices both dynamics to ensure that these digital products are an ideal support for the development of reading habits among students.
- PublicationOpen AccessLa competencia lectora. Una aproximación teórica y práctica para su evaluación en el aula = Reading Literacy. A Theorical and Practical Approach for its Assessment in the Classroom(Asociación Española de Comprensión Lectora, 2017) Díez Mediavilla, Antonio; Clemente Egío, VicenteThe current investigation shows, in the first place, an analysis and theoretical approach for the concept of Reading competence. This reserach works as a basis to justify that PISA (creator of this concept) doesn’t evaluate what it says to evaluate. So, we propose a new model of evaluation to assess the level of Reading comprehension, getting closer to the concept of Reading competence than Pisa has traditionally done. This research has been carried out with the participation of up to 7 classes of 4ºESO, the realization of two tests- the before mentioned one and a second one corresponding to an excerpt of a PISA test- and the later analysis and statistical comparison between them to find differences (if any) that confirm our statements and theoretical principles. For this purpose, test T has been used for related samples. The statistical analysis let us check that the new Reading approach proposed in the new model of evaluation, through which we intend to approach the concept of Reading competence, had as a main consequence a better performance of the students in the realization of this test; in comparison with the PISA excerpt that was used. This better efficiency in the carrying out, by the students participating, of the new test, include many investigative implications towards the understanding of different concepts related to Reading that, in many occasions, are easily confused, as well as implications of a practical nature, providing many orientations towards educational interventions in the Reading skill area.
- PublicationOpen AccessReading motivation and reading habits of future teachers(Asociación Española de Comprensión Lectora, 2017) Vera Valencia, SergioAccording 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
- PublicationOpen AccessIntervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado = Intervention in reading comprehension for Spanish as a foreign language through literary texts. The poetry of Antonio Hernández applied to the advanced level classroom(Asociación Española de Comprensión Lectora, 2017) Lanseros Sánchez, Raquel; Sánchez García, RemediosThis article seeks to enhance reading comprehension from the area of Spanish as a foreign language, as well as to raise awareness of the cultural richness of literature written in the Spanish language. It aims to delve into the classroom applicability of literary texts and their didactic exploitation. In order to achieve this, we have selected several poems by Antonio Hernández, whose quality and magnitude represent a benchmark in contemporary Spanish poetry. The objectives are to expand the vocabulary of students of Spanish as a foreign language, to approach poetry in the advanced level Spanish classroom through different means which help us meet the challenge and improve the students’ skills in the field of reading comprehension, by using poetic texts. We will work with Antonio Hernández in order to exemplify the educational possibilities of poetry in the classroom of Spanish as a foreign language. Target key competencies in this paper are linguistic competence and autonomy of learning.
- PublicationOpen AccessEvaluación de la competencia lectora de futuros docentes = Assessment of Preservice Teachers’ Reading Competence(Asociación Española de Comprensión Lectora, 2017) Felipe Morales, Andrea; Barrios Espinosa, ElviraThis paper presents a test aimed at assessing university students’ reading competence –The Reading Competence Test for University Students (in Spanish, Test de Competencia Lectora para Universitarios, Test CLUni)– and the results obtained in the test by prospective Early Years and Primary Education teachers. The theoretical framework underlying the test is followed by description of the pilot stage and the validation process; this included content and expert validity. Next, the test is characterised. It consists of six authentic texts (four continuous and two non-continuous texts) that were selected according to the proposed text types in PISA-2012. Finally, the results obtained in the test by a sample of 288 students in the Bachelor Degree of Early Years (n=148, 51.4%) and Primary Education (n=140, 48,6%) at the University of Málaga in the academic year 2013/4 are presented. Results pertaining the students’ perceptions on the difficulty of the test are also included.