¿Comprendemos más los textos si nos gusta leer?: Actitudes y desempeños lectores del estudiantado de escuelas públicas de la Araucanía, Chile
¿Comprendemos más los textos si nos gusta leer?: Actitudes y desempeños lectores del estudiantado de escuelas públicas de la Araucanía, Chile
Authors
Errázuriz Cruz, María
Fuentes Monsalves, Liliana
Cocio Seguel, Andrea
Davison Toro, Omar
Becerra Lubies, Rukmini
Aguilar Peña, Paula
Fuentes Monsalves, Liliana
Cocio Seguel, Andrea
Davison Toro, Omar
Becerra Lubies, Rukmini
Aguilar Peña, Paula
Authors
Date
2020
Datos de publicación:
Revista Brasileira de Lingüística Aplicada, Vol. 20, N° 3, 549-589, 2020
Keywords
Fomento lector - Comprensión lectora - Lectura - Actitudes de lectura
Collections
Abstract
Los niveles de lectura de los estudiantes de educación primaria son aún deficientes en Chile, pese al desarrollo de iniciativas de fomento lector. Asimismo, las prácticas docentes de lectura presentan un bajo desafío cognitivo. Por tanto, el objetivo de la investigación fue evaluar la comprensión y actitudes lectoras del estudiantado de 4º a 6º Básico de escuelas públicas. Con respecto a la metodología, fue descriptiva y cuantitativa, la muestra fue representativa y estuvo compuesta por 18 escuelas públicas de La Araucanía, a cuyos estudiantes (n=1.197 aprox.) se les aplicó una evaluación de comprensión lectora y una encuesta de actitudes de lectura. Entre los resultados, se identificó que el desempeño de los alumnos es bajo y decrece junto con sus actitudes de lectura a medida que pasan de curso. Además, existe correlación de baja magnitud entre su rendimiento y sus actitudes lectoras.
Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.
Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.