Estrategias Para Fomentar la Competencia LectoraPrácticas Docentes y Disfrute de la Lectura

  1. Elena Govorova 1
  2. Isabel Benítez 2
  3. Marcelino Cuesta
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2023

Volumen: 35

Número: 4

Páginas: 340-350

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

La competencia lectora es clave para el crecimiento personal y el éxito educativo. Estudios previos han analizado las variables que potencian la competencia lectora en contextos específicos. Sin embargo, no existe consenso sobre las prácticas docentes que favorecen la evolución de esta competencia en distintos contextos. El objetivo de este estudio es evaluar la influencia de las estrategias educativas en el desarrollo de la competencia lectora y analizar su capacidad predictiva en distintos contextos culturales, educativos y sociales. Método: Se utilizaron datos de 294.527 alumnos de 37 países recogidos en el estudio PISA 2018. El análisis de datos se realizó mediante una adaptación de la metodología Diferencias en Diferencias, que permitió aislar el efecto de los factores sobre la competencia lectora. Resultados: Los resultados muestran que los estudiantes que disfrutan leyendo y utilizan explícitamente una estrategia de lectura eficaz superan entre 4 y 9 puntos de media los resultados en matemáticas en la escala de PISA. Conclusiones: La identificación de factores clave en la adquisición de la competencia lectora, como el disfrute de la lectura y la utilización de estrategias eficaces de comprensión y síntesis de textos escritos, enfatiza la necesidad de generar políticas educativas orientadas a su desarrollo.

Referencias bibliográficas

  • Akbaşlı, S., Şahin, M., & Yaykiran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121. https://iiste.org/Journals/index.php/JEP/article/view/31539/32399
  • Anderson, J., Anderson, A., Friedrich, N., & Eun, J. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10(1), 33-53. https://doi.org/10.1177/1468798409357387
  • Anderson, J. O., Chiu, M.-H., & Yore, L. D. (2010). First cycle of PISA (2000-2006)—International perspectives on successes and challenges: Research and policy directions. International Journal of Science and Mathematics Education, 8, 373-388. https://doi.org/10.1007/s10763-010-9210-y
  • Becchetti, L., Caiazza, S., & Coviello, D. (2013). Financial education and investment attitudes in high schools: Evidence from a randomized experiment. Applied Financial Economics, 23(10), 817-836. https://doi.org/10.1080/09603107.2013.767977
  • Bietenbeck, J. (2014). Teaching practices and cognitive skills. Labour Economics, 30, 143-153. https://doi.org/10.1016/j.labeco.2014.03.002
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley M., Miller-Ricci, M. & Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin, B. McGaw. & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2
  • Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic chievement. Educational Research Review, 24, 10-30. https://doi.org/10.1016/j.edurev.2018.02.001
  • Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21. https://doi.org/10.2307/1170476
  • Caro, D., & Przemyslaw, B. (2017). intsvy: An R package for analyzing international large-scale assessment data. Journal of Statistical Software, 81. https://doi.org/10.3102/00346543065001001
  • Cheema, J. R. (2018). Adolescents’ enjoyment of reading as a predictor of reading achievement: new evidence from a cross-country survey. Journal of Research in Reading, 41(S1), S149-S162. https://doi.org/10.1111/1467-9817.12257
  • Clark, C., & Hawkins, L. (2010). Young people’s reading: The importance of the home environment family support. National Literacy Trust. https://cdn.literacytrust.org.uk/media/documents/2010_06_02_free_research_-_childrens_reading_2009_family_support_dWqSY2f.pdf
  • Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. National Literacy Trust. https://cdn.literacytrust.org.uk/media/documents/2006_11_01_free_research_-_reading_pleasure_executive_overview.pdf
  • Clavel, J., & Mediavilla, M. (2019). El papel de los padres en el desarrollo de la competencia lectora de sus hijos [The role of parents in the development ofchildren’s reading competence]. Fundación Ramón Areces - Fundación Europea Sociedad y Educación. https://www.fundacionareces.es/recursos/doc/portal/2018/03/20/el-papel-de-lospadres-en-el-desarrollo-de-la-competencia-lectora-de-sus-hijos.pdf
  • Cordero, J., & Pedraja, F. (2018). The effect of financial education training on the financial literacy of Spanish students in PISA. Applied Economics, 51(16), 1679-16935. https://doi.org/10.1080/00036846.2018.1528336
  • Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945. https://doi.org/10.1037/0012-1649.33.6.934
  • Le Donné, N., Fraser, P., & Bousquet, G. (2016). Teaching strategies for instructional quality: insights from the TALIS-PISA Link data. OECD Education Working Papers, No. 148, OECD Publishing. https://doi.org/10.1787/5jln1hlsr0lr-en
  • Echazarra, A., Salinas, D., Méndez, I., Denis, V., & Rech, G. (2016). How teachers teach and students learn. OECD Education Working Papers, No. 130, OECD Publishing. https://doi.org/10.1787/5jm29kpt0xxx-en
  • Fernández-Alonso, R., Álvarez-Díaz, M., García-Crespo, F. J., Woitschach, P., & Muñiz, J. (2022). Should we help our children with homework? A meta-analysis using PISA data. Psicothema, 34(1), 56-66. https://doi.org/10.7334/psicothema2021.65
  • García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. (2019). Resilient and low performer students: Personal and family determinants in European countries. Antecedentes. Psicothema, 31(4), 363-375. https://doi.org/10.7334/psicothema2019.245
  • García-Crespo, F., Galián, B., Fernández-Alonso, R., & Muñiz, J. (2019). Educational resilience in reading comprehension: Determinant factors in PIRLS-Europe. Revista de Educación, 384, 71-96. https://doi.org/10.4438/1988-592X-RE-2019-384-413
  • García-Crespo, F. J., Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J. (2022). Academic resilience in mathematics and science: Europe TIMSS-2019 data. Psicothema, 34(2), 217-225. https://doi.org/10.7334/psicothema2021.486
  • Gjems, L. (2010). Teachers talking to young children: invitations to negotiate meaning in everyday conversations. European Early Childhood Education Research Journal, 18(2), 139-148. https://doi.org/10.1080/13502931003784479
  • Guido Schwerdt & Amelie, C. W. (2011). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 365-379. https://doi.org/10.1016/j.econedurev.2010.11.005
  • Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). Springer. https://doi.org/10.1007/978-1-4614-2018-7_29
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26. https://doi.org/10.1002/rrq.035
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 metaanalyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
  • Jürges, H., Schneider, K., & Büchel, F. (2005). The effect of central exit examinations on student achievement: Quasi-experimental evidence from TIMSS Germany. Journal of the European Economic Association, 3(5), 1134-1155. https://doi.org/10.1162/1542476054729400
  • Karaman, P. (2022). Examining non-cognitive factors predicting reading achievement in Turkey: Evidence from PISA 2018. International Journal of Contemporary Educational Research, 9(3), 450-459. https://doi.org/10.33200/ijcer.1026655
  • Kim, S. W. (2020). Meta-analysis of parental involvement and achievement in East Asian countries. Education and Urban Society, 52(2), 312-337. https://doi.org/10.1177/0013124519842654
  • Koyuncu, İ., & Fırat, T. (2021). Investigating reading literacy in PISA 2018 assessment. International Electronic Journal of Elementary Education, 13(2), 263-275. https://www.iejee.com/index.php/IEJEE/article/view/1137
  • Levy, R., Hall, M. & Preece, J. (2018). Examining the links between parents’ relationships with reading and shared reading with their preschool children. International Journal of Educational Psychology, 7(2), 123-150. https://doi.org/10.17583/ijep.2018.3480
  • Love, K., & Hamston, J. (2004). Committed and reluctant male teenage readers: Beyond bedtime stories. Journal of Literacy Research, 36(3), 335-400. https://doi.org/10.1207/s15548430jlr3603_4
  • Martínez Arias, M. R. (2006). La metodología de los estudios PISA [The methodology of PISA assessments]. Revista de Educación, número extraordinario, 111-129. https://www.educacionyfp.gob.es/dam/jcr:ae4c714e-11e6-4612-9c2a-090998c74303/re200608-pdf.pdf
  • Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A metaanalysis. Early Education and Development, 19(1), 7-26. https://doi.org/10.1080/10409280701838603
  • Mullan, K. (2010). Families that read: A time-diary analysis of young people’s and parents’ reading. Journal of Research in Reading, 33(4), 414-430. https://doi.org/10.1111/j.1467-9817.2010.01438.x
  • Naumann, J. (2015). A model of online reading engagement: Linking engagement, navigation, and performance in digital reading. Computers in Human Behavior, 53, 263-277. https://doi.org/10.1016/j.chb.2015.06.051
  • OECD (2005). Teachers matter: Attracting, developing and tetaining effective teachers. Education and Training Policy, OECD Publishing. https://doi.org/10.1787/9789264018044-en
  • OECD (2009). PISA data analysis manual: SPSS, second edition. PISA, OECD Publishing. https://doi.org/10.1787/9789264056275-en
  • OECD (2010a). PISA 2009 results: Learning to learn: Student engagement, strategies and practices (Volume III). PISA, OECD Publishing. https://doi.org/10.1787/9789264083943-en
  • OECD (2010b). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and cience (Volume I). PISA, OECD Publishing. https://doi.org/10.1787/9789264091450-en
  • OECD (2013). OECD skills outlook 2013: First results from the survey of adult skills. OECD Publishing. http://doi.org/10.1787/9789264204256-en
  • OECD (2016). PISA 2015 results (Volume I): Excellence and equity in education. PISA, OECD Publishing. https://doi.org/10.1787/9789264266490-en
  • OECD (2018). Effective teacher policies: Insights from PISA. PISA, OECD Publishing. https://doi.org/10.1787/9789264301603-en
  • OECD (2019a). PISA 2018 results (Volume I): What students know and can do. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
  • OECD (2019b). PISA 2018 Assessment and analytical framework. PISA, OECD Publishing. https://doi.org/10.1787/b25efab8-en
  • OECD. (2020). PISA 2018 technical report [web content]. Retrieved from https://www.oecd.org/pisa/data/pisa2018technicalreport/
  • OECD (2021). 21st-century readers: Developing literacy skills in a digital world. PISA, OECD Publishing. https://doi.org/10.1787/a83d84cb-en.
  • OECD (2023). PISA 2018 technical report. https://www.oecd.org/pisa/data/pisa2018technicalreport/
  • Perregaard, B. (2010). ‘Luckily it was only for 10 minutes’: Ideology, discursive positions, and language socialization in family interaction1. Journal of Sociolinguistics, 14(3), 370-398. https://doi.org/10.1111/j.1467-9841.2010.00444.x
  • Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Volume III, pp. 545–561. Taylor & Francis Group. https://doi.org/10.4324/9781315200613
  • Raitano, M., & Vona, F. (2016). Assessing students’ equality of opportunity in OECD countries: the role of national- and school-level policies. Applied Economics, 48(33), 3148-3163. https://doi.org/10.1080/00036846.2015.1136396
  • Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), F425-F448. https://doi.org/10.1111/ecoj.12315
  • Rojas-Torres, L., Ordóñez, G., & Calvo, K. (2021). Teacher and student practices associated with performance in the PISA reading literacy evaluation. Frontiers in Education, 6, Article 658973. https://doi.org/10.3389/feduc.2021.658973
  • Rosenshine, B., & Meister, C. (1996). Cognitive strategy instruction in reading. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 85–107). Taylor & Francis Group. https://doi.org/10.4324/9780203052891.
  • Schlotter, M., Schwerdt, G., & Woessmann, L. (2011). Econometric methods for causal evaluation of education policies and practices: a non‐technical guide. Education Economics, 19(2), 109-137. https://doi.org/10.1080/09645292.2010.511821
  • Smith, M. C., Mikulecky, L., Kibby, M. W., Dreher, M. J., & Dole, J. A. (2000). What will be the demands of literacy in the workplace in the next millennium? Reading Research Quarterly, 35(3), 378-383. https://doi.org/10.1598/RRQ.35.3.3
  • Suárez-Álvarez, J., Fernández-Alonso, R., García-Crespo, F. J., & Muniz, J. (2022). The use of new technologies in educational assessments: Reading in a digital world. Psychologist Papers, 43(1), 36-47. https://doi.org/10.23923/pap.psicol.2986
  • Waters, H. S., & Schneider, W. (2009). Metacognition, strategy use, and instruction. Guilford Press. https://www.guilford.com/books/Metacognition-Strategy-Use-and-Instruction/Waters-Schneider/9781606233344
  • Yamamoto, K., Shin, H., & Khorramdel, L. (2019). Introduction of multistage adaptive testing design in PISA 2018. OECD Education Working Papers, No. 209, OECD Publishing. https://doi.org/10.1787/b9435d4b-en
Fuente de los datos: Dialnet