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      Strategies for promoting reading competence: teaching practices and enjoyment of reading Translated title: Estrategias para fomentar la competencia lectora: prácticas docentes y disfrute de la lectura

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          Abstract

          Abstract: Background: Reading literacy is key for personal development and educational success. Previous studies have examined variables that influence and enhance development of reading literacy in specific contexts. However, there is no consensus about which teaching practices encourage development of reading in different settings. The aim of this study was to evaluate how educational strategies influence the development of reading literacy and to analyse their predictive capacity in various cultural, educational and social contexts. Method: The study used data from 294,527 students from 37 countries collected as part of the PISA 2018 study. The data were analysed using an adaptation of the Difference in Differences methodology, which allowed us to isolate the effects of the factors on the acquisition of reading literacy. Results: Students who enjoyed reading and explicitly used an effective reading strategy had reading scores that outperformed their mathematics results on the PISA scale by 4 to 9 points on average. Conclusions: Identifying key factors in the acquisition of reading literacy-such as enjoyment of reading-and the use of effective strategies-such as summarizing texts-underscores the need for suitably targeted educational policies.

          Translated abstract

          Resumen: Antecedentes: 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.

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          Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

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                Author and article information

                Journal
                psicothema
                Psicothema
                Psicothema
                Colegio Oficial de Psicólogos del Principado de Asturias (Oviedo, Asturias, Spain )
                0214-9915
                1886-144X
                December 2023
                : 35
                : 4
                : 340-350
                Affiliations
                [1] Asturias orgnameUniversidad de Oviedo Spain
                [2] Andalucía orgnameUniversidad de Granada Spain
                [3] Asturias orgnameUniversidad de Oviedo Spain
                Article
                S1886-144X2023000400002 S1886-144X(23)03500400002
                10.7334/psicothema2022.509
                3f1a3604-366b-4548-b1bb-5ca088221069

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : 14 December 2022
                : 30 January 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 59, Pages: 11
                Product

                SciELO Spain

                Categories
                Articles

                Reading literacy,Teaching practices,Difference in differences,Reading strategies,Prácticas docentes,PISA,Competencia lectora,Estrategias lectoras,Diferencias en diferencias

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