Los hábitos de lectura y escritura en los estudiantes de educación primaria: un análisis dentro y fuera de la escuela

• Celia Moreno-Morilla ^[1] ; Fernando Guzmán-Simón ^[1] ; Eduardo García-Jiménez ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), págs. 117-137
• Idioma: español
• DOI: 10.30827/digibug.54116
• Títulos paralelos:
  • Primary education students’ reading and writing habits: an analysis in and out of school
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    Los cambios de los eventos letrados en Educación Primaria a través de las TIC y la cultura popular han motivado la aparición de nuevas comunidades, dominios y discursos escritos. Dichas comunidades han desarrollado eventos vernáculos que han quedado al margen de estudios precedentes. Nuestra investigación aborda los tipos, frecuencia y dominios donde se desarrollan los eventos letrados de los estudiantes de Educación Primaria. Del mismo modo, ha determinado los distintos perfiles alfabetizadores y la diversidad de estos según el Índice Socioeconómico y Cultural. La investigación se realizó a través de análisis descriptivo (análisis estadístico univariantes) y correlacional-predictivo (análisis de clúster bietápico). La muestra estuvo compuesta por 1540 escolares de 2º y 3er ciclo de EP y la información fue recogida mediante un autoinforme. Los resultados obtenidos evidencian una heterogeneidad de los eventos letrados entre las distintas edades y según el ISC de los centros. En cambio, muestra la homogeneidad de los eventos letrados desarrollados en el contexto escolar. En conclusión, esta investigación viene a reforzar la tesis que defiende que los factores sociales poseen un mayor peso que las diferencias individuales en el desarrollo de la alfabetización en EP.

  • English

    The changes of literacy events in Primary Education both through ICT and social culture have motivated the emergence of new communities, domains and written speech. These communities have developed new practices that have been excluded from previous studies. Our research has addressed the types, frequencies and domains on which literacy practices of PE students are developed. Similarly, our work has analysed the different literacy profiles and the diversity of these according to the index of the student’s socioeconomic status. This research carries out through descriptive and correlational-predictive analysis (Two-Step Cluster Analysis). The sample consisted of 1540 students of 2nd and 3rd cycle of PE and the information was collected through a self-reporting survey. The results show some differences on the practices between the different ages and the schools’ socioeconomic status. On the other hand, it shows similar practices developed in the school context. In conclusion, this research reinforces the hypothesis that social factors have a greater weight than individual differences in the development of literacy in PE.

• Referencias bibliográficas
  • Barton, D., & Hamilton, M. (1998). Local literacies. Reading and writing in one community. London: Routledge.
  • Barton, D., & Lee, C.K.M. (2012). “Redefining vernacular literacies in the age of Web 2.0”, in Applied Linguistics, 33, 3: 282-298.
  • Barton, D. & Papen, U. (eds.) (2010). The Anthropology of Writing: Understanding textually mediated worlds. London, GB: Continuum.
  • Bearne, E. (2005). Multimodal texts: What they are and how children use them. In J. Evans (Ed.), Literacy moves on: Using popular culture,...
  • Bhabha, H.K. (1994). The location of culture. New York: Routledge.
  • Bourdieu, P. & Passeron, J. C. (1990). Reproduction in education, society and culture. London: Sage.
  • Brandt, D., & Clinton, K. (2002). “Limits of the Local: Expanding Perspectives on Literacy as a Social Practice”, in Journal of Literacy...
  • Caro, D. H., McDonald, J. T., & Willms, J. D. (2009). “Socio economic status and academic achievement trajectories from childhood to...
  • CIS (2016). “Barómetro de febrero 2016”. Madrid: Centro de Investigaciones Sociológicas. Available from: http://www.cis.es, accessed 20 April,...
  • CIS (2016). Barómetro de septiembre 2016. Madrid: Centro de Investigaciones Sociológicas. Available from: http://www.cis.es accessed 20 April,...
  • Compton-Lilly, C. (2009). “Listening to families over time: Seven lessons learned about literacy in families”, in Language Arts, 86, 6: 449-457.
  • Compton-Lilly, C. & Green, S. (eds.) (2011). Bedtimes stories and book reports: connecting parent involvement and family literacy. New...
  • Cope, B. & Kalantzis, M. (2009). “‘Multiliteracies’: New literacies, new learning”, in Pedagogies. An International Journal, 4, 3: 164-195.
  • Corral Blanco, N., Zurbano Fernández, E., Blanco Fernández, A., García Honrado, I., & Ramos Guajardo, A.B. (2013). “Estructura del entorno...
  • Chouliaraki, L. & Fairclough, N. (2007). Discourse in Late Modernity. Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University...
  • Dagenais, D., Toohey, K., Fox, A.B., & Singh, A. (2016). “Multilingual and multimodal composition at school: ScribJab in Action”, in Language...
  • Davies, J. & Merchant, G. (2009). Web 2.0 for Schools. Learning and Social Participation. New York: Peter Lang.
  • Desert, M., Preaux, M., & Jund, R. (2009). “So young and already victims of stereotype threat: Socio-economic status and performance of...
  • Dixon, L.Q. & Wu, S. (2014). “Home language and literacy practices among immigrant second language learners”, in Language Teaching, 47,...
  • Dunsmore, K. & Fisher, D. (eds.) (2010). Bringing literacy home. Newark, DE: International Reading Association.
  • Duursma, E., Meijer, A., & De Bot, K. (2017). “The impact of home literacy and family factor son screen media use among Dutch preteens”,...
  • Formby, S. (2014). Children’s early literacy practices at home and in early years settings: Second annual survey of parents and practitioners....
  • Gee, J.P. (1999). “Reading and the new literacy studies: Reframing the national academy of sciences report on reading” in Journal of Literacy...
  • Gil Flores, J. (2009). “Hábitos y actitudes de las familias hacia la lectura y competencias básicas del alumnado”, in Revista de Educación,...
  • Gil Flores, J. (2013). “Medición del nivel socioeconómico familiar en el alumnado de Educación Primaria”, in Revista de Educación, 362: 298-322.
  • González, L. (2017). “Hábitos lectores y políticas habituales de lectura”, in J.A. Millán (Cood.), La lectura en España. Informe 2017. Madrid:...
  • Gómez Soto, I. (1999). Mito y realidad de la lectura. Los hábitos lectores en la España actual. Madrid: Endymion.
  • Goodfellow, R. (2011). “Literacy, literacies and the digital in higher education”, in Teaching in Higher Education, 16, 1: 131-144.
  • Gregory, E. & Williams, A. (2000). “Work or play? Unofficial literacies in the lives of two East London Communities”, in M. Martin-Jones...
  • Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (2003). “Rethinking diversity: Hybridity and hybrid language practices in the third...
  • Hashemi, S.S. (2017). Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience. Language...
  • Heath, S.B. (1983). Ways with Words: Language, Life, and Work in Communities and Classrooms. Mass: Cambridge University Press.
  • Hull, G. & Schultz, K. (2002). “Connecting schools with Out-of-School worlds. Insights from recent research on literacy in non-school...
  • Instituto Nacional de Evaluación Educativa (2013). PIRLS-TIMSS 2011. Estudio Internacional de progreso en comprensión lectora, matemáticas...
  • Kalantzis, M., & Cope, B. (2000). “Changing the role of schools”, in B. Cope & M. Kalantzis Multiliteracies. Literacy learning and...
  • Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
  • Lancaster, L. (2003). “Beginning at the beginning: How a young child constructs time multimodal ity”, in C. Jewitt & G. Kress (Eds.),...
  • Levy, R. (2008). “‘Third spaces’ are interesting places: Applying ‘third space theory’ to nursery aged children’s constructions of themselves...
  • Lillis, T. (2013). The sociolinguistics of writing. Edinburgh: Edinburgh University Press.
  • Lotherington, H. (2017). “Elementary Language Education in Digital Multimodal and Multiliteracy Contexts”, in Language in Education and Technology,...
  • Maybin, J. (2006). Children’s voices. Talk, knowledge and identity. Basingstoke: Palgrave Macmillan. MEC (2015). Encuesta de hábitos y prácticas...
  • Millán, J.A. (Coor.) (2017). La lectura en España. Informe 2017. Madrid: Federación de Gremios de Editores de España.
  • Mocker, D.W. & Spear, G.E. (1982). Lifelong learning: formal, nonformal, informal, and self directed. Columbus, Ohio: The Ohio State...
  • Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). “Work ing toward third space in content area...
  • Neuman, D.B. & Celano, D. (2001). “Access to print in low-income and middle-income communities: An ecological study of four neighbourhoods”,...
  • New London Group (1996). “A pedagogy of multiliteracies: Designing social futures”, in Harvard Educational Review, 66, 1: 60-93.
  • Pahl, K. (2007). “Creativity in events and practices: a lens for understanding children’s multimodal texts”, in Literacy, 41, 2: 86-92.
  • Pahl, K. & Allan, Ch. (2011). “I don’t know what literacy is: Uncovering hidden literacies in a community library using ecological and...
  • Pahl, K., & Rowsell, J. (2012). Literacy and Education. Understanding the New Literacy Studies in the Classroom. London: Sage.
  • Purcell-Gates, V. (1995). “Literacy at the Harts’ and the Larsons’: Diversity among poor, innercity families”, in The Reading Teacher, 48,...
  • Purcell-Gates, V. (1996). “Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge”,...
  • Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. United Kingdom:...
  • Rowsell, J. & Pahl, K. (2007). “Sedimented identities in texts: Instances of practice. Reading Research Quarterly” 42, 3: 388-404.
  • Rowsell, J. Kress, G., Pahl, K. and Street B. (2013). “The Social Practice of Multimodal Reading: A New Literacy Studies Multimodal Perspective...
  • S.A. (2013). Hábitos de Lectura y Compra de libros en España 2012. Madrid: Federación de Gremios de Editores de España.
  • Saint-Laurent, L. & Giasson, J. (2005). “Effects of a family literacy program adapting parental interventions to first graders’ evolution...
  • Soja, E.W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell.
  • Steensel, R. van (2006). “Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the...
  • Street, B.V. (1994). “The New Literacy Studies: Implications for Education and Pedagogy”, in Changing English, 1, 1:113-126.
  • Trujillo Sáez, F. (2017). “El sistema educativo”, in J.A. Millán (Cood.), La lectura en España. Informe 2017. Madrid: Federación de Gremios...
  • Tusting, K., & Barton, D. (2005). “Community-based local literacies Research”, in R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.),...
  • Van Steensel, R. (2006). “Relations between socio-cultural factors, the home literacy environment, and children’s literacy development in...
  • Williams, B.T. (2009). Shimmering literacies: Popular culture & reading & writing online. New York: Peter Lang.
  • Yin, R. K. (2014). Case Study Research: Design and methods. London: SAGE.