Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The reading attitudes of primary students have proven to be relevant in their reading performance, so measuring them is fundamental to raise the level. The objective of this study was to validate and adapt the instrument towards reading attitudes in children from 4th, 5th and 6th grade. Regarding the method, the design was quantitative and descriptive. Regarding the results, it was possible to confirm satisfactorily the dimensions of the instrument and the items for each one of them.

Reseña libro de Clemens Franken "La literatura debe estremecer el corazón: la forma de pensar y la imagen del poeta, del mundo y del hombre en Gertrud von le Fort". Publicado el año 2019 por  ígape Libros (Buenos Aires). Páginas: 290.ISBN: 978-987-640-542-3

Reseña libro de Mónica Barrientos "No hay armazón que la sostenga: Entrevistas a Diamela Eltit", publicado el año 2018 por Editorial Universidad de Talca, 487 páginas. ISBN 9789563290776

This work analyzed the before reading phase in middle school classes to identify teaching practices linked to the teaching of text comprehension and promotion of metacognitive strategies. Thirty classes of the 2009 and 2013 teaching performance evaluation system were selected. These were studied using a system of discourse analysis that considered the type of task included, the communicative pattern and the public production constructed. The results showed patterns linked to the sequentiality of the tasks, types of communicative patterns and public production in each task, which could contribute to the modeling of cognitive strategies, detecting only differences in the contents of the planning tasks, whilethe rest of the patterns remained similar.   

Manipulation appears to analysis as an essentially multiform and heteroclite object. This work approaches manipulation from a conversational perspective that is capable of identifying the mechanisms that underlie an exchange that is socially qualified as "manipulative". We postulate here that in any manipulation there is a displacement between two different questions: a question (Q2), which does not appear explicitly in the communicational exchange, is presented by the manipulating agent in terms of another question (Q1) which then triggers a response (R1) from the recipient that will be connected in a meaningful way with the answer the first question raises (R2). The relationship between both responses, which the manipulated agent should not be able to establish if the strategy wants to be successful, could be at least of three types: equivalence, inclusion/intersection or consecution. Some of the advantages that result from a definition of manipulation in terms of a conversational exchange, are that it avoids placing as defining features of the manipulation, among others, the intentionality of the manipulating agent and the damage suffered by the manipulated subject, the lie of one and the interpretative error of the other, traits that are neither necessary nor sufficient for it to be said that an act of manipulation has taken place.

The paper provides an insight into gender-inclusive language. It focuses on how gender-inclusive language is used in higher-education contexts. The paper analyses the data obtained from focus groups with teacher-training students from a university in the Metropolitan Region area (Santiago, Chile). Firstly, the incorporation of this debate into the teacher-training program and the university community itself furthers the discussion on how gender-inclusive language is viewed. Secondly, it helps widen the perspectives with which the reality is understood. Thirdly, it contributes to review the way people have been culturally constructed. In short, gender-inclusive language does exist and people's identities are implied in its use.

Reseña de libro de Begoña Ugalde y Gema Polanco "La fiesta vací­a" Barcelona, TEGE, 2019. 137 páginas. ISBN 978-84-09-11313-2

The debate on inclusive language is far more complex than we see at first sight because it is an ideological problem that involves linguistics and politics. For this reason, it is sustained that a critical discourse analysis perspective (CDS) is needed given that the main aim of CDS is to describe how knowledge and ideologies are constructed with/through language. It is claimed that as most CDS perspectives focus mainly and representations it is important to move the focus towards "people in events" and observe dialogue. As this is an introductory article, only the most relevant aspects to be taken into account in an interactional approach are presented: the selection of a critical approach, the participants in the dialogue, their representations of inclusive language, the social action and the quality of democratic dialogue. The objective is to offer a general frame of reference in order to feed the debate and promote research.

This paper refers the gender/sex relationship, and some proposals related to inclusive language in plural formation of Spanish (pro)nouns. Firstly, Spanish gender rules are discussed. Secondly, it approaches problems associated to emerging Spanish morphological marks. Data from a survey about linguistic consciousness are shown. Thirdly, we summarize some academic opinions on these topics. The most important conclusions are: speakers undoubtedly have linguistic consciousness about both gender/sex relationship and the grammatical rule related to plural inclusive masculine in Spanish; some morpho-syntagmatic and lexical proposals could be more suitable than others regarding creation of a gender-neutral suffix such as "˜e'.