Explorando la relación entre fluidez lectora y competencia lectora en Educación Secundaria

Amiama-Espaillat, Cristina; Ruíz, Cristina Mayor

doi:10.18239/ocnos_2018.17.1.1278

Cited by 4 publications

(5 citation statements)

References 18 publications

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“…For the authors [42], reading literacy is vital for the exercise of citizens' rights in today's society by being able to access, understand and reflect on information, as well as for the economic growth of different countries.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, there are multiple factors that can improve reading proficiency. [42] argue that fluency and reading proficiency are positively related through mutual feedback where the level of reading comprehension facilitates fluency in essential aspects and reading comprehension in essential aspects facilitates comprehension of the text. [18] found that systematic phonics instruction leads to an improvement in both reading and writing skills.…”

Section: School Libraries and Their Evolutionmentioning

confidence: 99%

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Pedagogical importance of reading literacy. A comparative study on PISA

Rosado-Castellano,

Martín-Sánchez

2023

AiBi Revista de Investigación, Administración e Ingeniería

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Reading, as complex cognitive activity, has become the focus of numerous national and international studies from a comparative perspective. This research analyses the Programme for International Student Assessment (PISA) over the last few years due to, according to the results, the low performance presented by Spanish students in reading skills. This low result is shown in the different stages analysed and it is even worse if it is considered the 2006 and 2018 reports since in those years worst results were achieved (461 and 477 points respectively). In order to do this, different factors that have an influence on reading skills are analysed. It is done a comparative and longitudinal research from 2000 to 2018 that considers all the results provided by OECD. With that data in mind and the purpose of understanding them and contextualize those factors that could rise to them, other elements are studied, such as the presence of the reading skills in the Spanish legislation, the investment made in Secondary Education, the rate of students who finish Compulsory Secondary School, as well as the evolution that school libraries have had in terms of number, uses or the participation of families and the environment in them. These aspects are analysed in a way that is compared with the reading performance obtained throughout the PISA studies. Finally, the approach of the PISA reports justifies its use as a reference for a qualitative and global understanding of the aspects that interfere with appropriate reading skills in fifteen-year-old students. This goes beyond numerical results.

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Section: Discussionmentioning

confidence: 99%

Section: School Libraries and Their Evolutionmentioning

confidence: 99%

Pedagogical importance of reading literacy. A comparative study on PISA

Rosado-Castellano,

Martín-Sánchez

2023

AiBi Revista de Investigación, Administración e Ingeniería

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“…This skill unequivocally contributes to reading comprehension in children and adolescents [60,61]. However, reading fluency is not considered a strong predictor of reading comprehension [60,62,63]. This is due to the influence of numerous additional factors involved in reading comprehension, such as the content and characteristics of the text, or the syntactic, semantic, and pragmatic context in which the words or sentences are located [64].…”

Section: Definition Of Reading Skillsmentioning

confidence: 99%

A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

Reina-Reina,

Antón,

Duñabeitia

2024

Education Sciences

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The scientific evidence regarding the possibility of transferring benefits derived from cognitive training focused on working memory and inhibitory control to reading skills in children aged 6 to 12 is inconclusive. This study carries out a systematic review of recent published studies on this topic with the aim of analysing the specific role of various cognitive stimulation programs in the growth of executive functions and reading performance in children from ages 6 to 12. Here, we present the main results reported in the most recent literature, where the impact of intervention programs on working memory and inhibitory control in children with typical development are analysed. Even though the effectiveness of executive function training programs in terms of close transfer is conspicuous, there is still a lack of convergence in recently published articles, especially regarding the effects of far transfer in reading comprehension after cognitive stimulation programs are applied.

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“…Los hallazgos obtenidos deben de ser interpretados con cierta cautela, debido a que no pueden ser valorados en términos de causalidad. El rendimiento académico del alumnado no está solamente influenciado por la metodología docente, sino que influyen otros factores -contexto socio-económico, políticas educativas, centro escolar, factores asociados al estudiante, factores familiares y ambientales, desempeño y desarrollo docente, factores emocionales, factores tecnológicos, etcétera- (Amiama-Espaillat & Mayor-Ruiz, 2018;Gil et al, 2018;Gil-Flores & García-Gómez, 2017;Martínez-Oviedo, Toledo-Toledo & Martínez-Mendoza, 2021;Vázquez-Cano, De-la-Calle-Cabrera, Hervás-Gómez & López-Meneses, 2020).…”

Section: Discusión Y Conclusionesunclassified

Uso metodológico docente y rendimiento lector del alumnado: análisis fundamentado en PISA lectura 2018

Rodríguez-García

Gago

2021

REIFOP

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Las investigaciones en las que se vincula el rendimiento académico en lectura del alumnado y la utilización de modelos didácticos por parte del profesorado se caracterizan por el carácter exiguo y dispar de los resultados. Esta investigación analizó la influencia y relación entre la utilización metodológica que realizan 13119 docentes de España y el rendimiento académico del alumnado español en PISA lectura 2018. Para este propósito, se implementó un diseño de investigación descriptivo-correlacional en el que se relacionaron los resultados del alumnado español obtenido en la prueba de PISA lectura 2018 con los resultados extraídos tras la administración del cuestionario UMEPE a los docentes de esos alumnos. Los resultados arrojaron relaciones significativas y una influencia positiva y lineal entre el uso de un modelo activo y el rendimiento del alumnado en lectura. Por el contrario, cuando se implementa un modelo tradicional no se produce influencia ni relación entre las variables. La aplicación ecléctica de ambos modelos puede generar un mayor o menor rendimiento del alumnado en lectura en función del contexto. Estos hallazgos se anteponen a la mayoría de la literatura vinculada y se posicionan junto a los estudios que asocian métodos y estrategias activas con un mayor rendimiento. The studies that relate the use of teaching models and student´s achievement in reading are characterized by their recent and disparate nature. This research analyzed both the influence and relationship between methodological usage made by 13119 Spanish teachers and the achievement of Spanish students in PISA reading 2018. To this end, a descriptive-correlational research design was implemented in which the results of Spanish students obtained in PISA reading test are related to the results obtained after UMEPE questionnaire administration to the teachers of those students. The results showed significant relationships and a positive and linear influence between the use of active models by teachers and students’ achievement in reading. On the contrary, when a traditional model is implemented, there is no influence or relationship between the variables. The eclectic application of both models can generate more or less students´ achievement in reading depending on the context. These findings taker precedence over most of the connected literature and rank alongside studies that associate active methods and strategies with higher achievement.

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Explorando la relación entre fluidez lectora y competencia lectora en Educación Secundaria

Cited by 4 publications

References 18 publications

Pedagogical importance of reading literacy. A comparative study on PISA

Pedagogical importance of reading literacy. A comparative study on PISA

A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old

Uso metodológico docente y rendimiento lector del alumnado: análisis fundamentado en PISA lectura 2018

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