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

The Spanish school-age population has improved significantly in reading acquisition compared to European partners (PIRLS, 2016), however, it is necessary to implement complementary strategies to work in the classroom that allow reinforcing reading comprehension and increase the level reached by the students. In a social and educational context such as the current one, where ICT strategies take on an undeniable role and stand as an appropriate option to increase performance and motivation, it is worth considering reinforcing those skills that are most lacking in our educational system using quality technological resources. The objective of this study was to verify the improvement of students' reading comprehension and favor an increase in academic performance through training with the Leobien educational digital platform. Their selection is justified by their high degree of compliance with the quality standards previously set. The intervention has been developed during 50 sessions in a sample of 153 Primary Education students. To measure the impact of the intervention, an initial and final evaluation of the acquisition of reading comprehension provided by the program itself was carried out, as well as the registration of academic qualifications. The results show an increase in the sub-subjects of reading comprehension evaluated through the platform, as well as an improvement in academic qualifications, especially in English, Mathematics and Spanish Language and Literature. The number of sessions and the strategy of use provide concrete guidelines for success for schools.

It is intended to discover what attitudes and beliefs are raised in favor of reading by the students of the Grade of Primary Education (course 2020-2021) thinking of children. Also inquire if this sample self-perceives that it is important to read for its own benefit. In addition, it investigates what type of possible transmedia formats university students consume (on paper or digital), through which platforms and if these digital formats benefit reading competence and what reasons they argue in favor.The inquiry methodology is mixed. Data is collected through a semi-structured interview. It is a quantitative non-experimental approximation analyzed thanks to the SPPS Statistics 27.0 program. Likewise, a qualitative analysis is carried out with significant data input using the QDA Miner 4.1 program. The sample is made up of 75 individuals from the University of Castilla La Mancha, Ciudad Real campus, predominantly female and with a greater representation of individuals over 20 years of age.Children's reading is important since it provides various learning benefits, aesthetic and ethical references. It is concluded that they contribute a majority esteem for their own reading and the priority consumption of the written account of stories and books on paper, followed by the visual accounts of television series on the Internet from web pages. Likewise, they recognize in a majority way that these analog and digital formats that they consume are in favor of both reading competence and encourage analog and digital reading

The new means of communication and production available thanks to ICT provide teachers new means to promote reading and work on communication and digital skills. One of these resources is the use of booktrailers, which, thanks to their digital and audiovisual format, have become an attractive educational resource to promote understanding and the reading habit among the youngest. The objective of this work is to analyze the perceptions of a group of primary school students on the benefits of using booktrailers in the classroom to promote reading and develop their digital competence. The study involved 56 fifth-grade students who, after reading a book of their choice, used Windows Live Movie Maker to create booktrailers in the language classroom, and share with their classmates, aspects of interest that synthesized the reading they had done. Once the presentations had finished, the students completed an online questionnaire of 10 questions, carried out with Google Forms, which collected their impressions on the use of booktrailers. The results suggest that the preparation of booktrailers in the classroom is perceived as a highly motivating practice by students, who reveal that they have acquired new learning that has contributed to the development of their digital competence, as well as having increased their interest in reading.

This research integrates qualitative and quantitative approaches, so it is a mixed study. It seeks to answer the problem of what characterizes the informational competence of eleventh year high school students in the process of searching for and evaluating information when doing their academic work? The main objective of research is to analyze the informational competence of students in the last year of basic education in Peru in relation to the search and evaluation of information for academic work using web search engines, which is linked to a competence related to the development of functional literacy in the Information Society. The study was carried out with a sample of eighty-five students in the last year of secondary education in a private school. The experiment consisted of a learning experience where the students had to read on Internet. This situation was a task where they had to search for and select information. Two techniques were applied to collect information: documentary analysis and questionnaire, both corresponding to the qualitative and quantitative approach respectively. The results confirm a relationship between reading skills and informational competence, specifically in terms of searching for and choosing relevant information to perform a task. The importance of eleventh grade adolescents learning to read strategically by putting into practice different reading skills in relation to the tasks assigned is emphasized. Finally, it is concluded that it is necessary to educate autonomy, judgment, and the ability to make the right decisions when faced with the information offered on the Internet.

This research explores the academic habits of Primary Education Grade students regarding methodology and didactic resources used to analyse argumentative texts and to produce argumentative comments on multimodal texts. It is framed within a descriptive quantitative methodology, with data collection by means of a Likert-type scale questionnaire. The exploratory objectives are focused on investigating customs related to class work in oral and written text commentary, the use of philological and critical commentaries, the training received in the analysis and production of argumentative texts, teacher revision and self-revision of argumentative commentaries, as well as the difficulties encountered in such discursive processes. The results obtained show the scarce use of text commentaries, both oral and written, in higher education classrooms, as well as the lack of formative opportunities in their academic life to develop their critical capacity through the interpretation and production of argumentative texts. Therefore, the analysis of the academic customs explored allows us to conclude the evidence of an important training deficit in the communicative practices of argumentative commentary and to proffer as an improvement the proposal of collegiate didactic initiatives where the strategic use of theoretical-practical resources related to argumentation and its discursive development in the commentary is promoted, since the defense and elaboration of arguments is a basic competence and the promotion of the critical commentary of texts is a competence of such a degree.

El aprendizaje de la lectura no constituye un proceso automático que se lleva a cabo como consecuencia de la simple acción de decodificar unos elementos gráficos, sino que constituye un proceso interactivo entre el lector y el texto que implica la participación de varios niveles de complejidad cognitiva que intervienen integrando la información gráfica, semántica, sintáctica, pragmática e interpretativa, lo que requiere de metodologías de enseñanza que fomenten la participación activa del lector y la puesta en práctica de una serie de acciones cognitivas. Sin embargo, y en contra de este postulado la tendencia generalizada en muchas ocasiones para favorecer la capacidad de comprensión de la lectura en las aulas se centra en la respuesta a una serie de cuestiones tras la lectura de los textos. El objetivo de este estudio consiste en conocer si mediante propuestas que potencien las operaciones cognitivas orientadas a extraer la información relevante del texto junto con la formulación de cuestiones de distintas tipologías (literal, inferencial, reorganizativa y crítica) se mejora la capacidad comprensiva de textos expositivos en estudiantes que finalizan la etapa de Educación Primaria. En el trabajo participaron 214 estudiantes de diferentes centros educativos con edades comprendidas entre los 11 y los 12 años. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest. Los resultados obtenidos ponen de manifiesto que la ejercitación de las macrorreglas junto a la formulación de preguntas contribuye a mejorar la capacidad lectora de los estudiantes.

During the last decades, several studies have highlighted the relevance of reading motivation as a predictor of the development of reading competence and reading habits among children and adolescents. With the aim of providing a new perspective in the study of this construct in the Spanish educational context, a quantitative investigation is presented under an ex post facto exploratory design with 310 students of 4th, 5th and 6th grade of Primary Education and the following objectives: 1) to analyze the possible differences in the reading motivation index of pre-adolescent students based on their reading self-concept; 2) to explore the influence of the family as a literacy context on the students' level of reading motivation; 3) to explore the relationship between students' reading habits in their spare time and their level of reading motivation. The results show the presence of significant differences depending on the reading self-concept of the students, as well as their perception of the reading habit of their parents, with a higher reading motivation among those who consider themselves better readers and among those who perceive a stronger reading habit in his adult references. Likewise, significant differences are found depending on the variables associated with the reading habits of the students, which confirms the existence of an association between the level of reading motivation of the students and the frequency and quantity of reading they do in their spare time. From the results obtained, it is confirmed the importance of the family environment as a literacy context and the need to reinforce in the students a positive vision about the potential development of their reading skills.

Reading in a foreign language (FL) is a practice that should be essential for both pre-service and in-service teachers, since it contributes to acquire pedagogical, technical and social knowledge, and to improve their linguistic competence in that language. This study aims to know the reading habits and consumption of pre-service teachers’ mother tongue and FL. The data were collected from an online survey administered to 388 students enrolled in the Degree of Primary Education at the University of Málaga during the academic years 2019/2020 and 2020/2021. Results showed a great difference between the time spent in reading in their mother tongue (Spanish) and in their first FL, and second FL. The type of reading most used during the last year has been through social networking sites, above all through Instagram and Twitter, while the least used was newspapers. Besides, it has been demonstrated that reader students had less difficulties in the linguistic skills and had a higher level of FL. These outcomes invite us to reflect upon the importance of promoting reading in FL for both academic and pleasure purposes from the beginning of their language learning.

The Early Childhood Education stage is the basis of the training of the minor, especially in the literacy field. The use of innovative resources in the classroom that motivate and arouse reading interest, as a previous step to a habit that must be acquired throughout Primary, becomes one of the tasks of the teacher who values the importance of reading in the personal and academic development of his students. For this reason, this workshop aims to help the understanding of literary texts to arouse interest and reader motivation through light and manipulative materials, thus favoring the pleasure of reading. The workshop consists of the narration of stories of children´s literature using the old overhead projectors used as light tables. The participants of this study were 326 students from four to six years (51.8% were children) of Early Education from different schools in the Region of Murcia. A demographic scale, the Mierisuo-Storm and Soinnien scale (2012) and an observational record were administered as instruments for the collection of information. The results show that 99% of the students not only understood the argument of the text, but also were able to carry out the subsequent activities using the resources offered; the same percentage showed interest in reading new texts. As a conclusion to this project, we can affirm that the implementation of new resources in the classroom focused on the understanding of the texts helps to awaken in the child the motivation and necessary interest to generate the reading habit.