Comprensión lectora, variables cognitivas y prácticas de lectura en escolares cubanos

Abstract

La investigación pretende determinar la contribución de variables cognitivas (cociente intelectual, fluidez, vocabulario) y prácticas de lectura, al desempeño en comprensión lectora en escolares cubanos de 6to grado. Participaron 72 estudiantes, 34 niñas y 38 varones, con edad promedio de 11 años y residentes de los municipios Plaza de la Revolución, Diez de Octubre y Guanabacoa. Se emplea una metodología mixta. Se aplicaron 4 test de forma individual para evaluar cociente intelectual, fluidez, vocabulario y comprensión. Se utilizaron la entrevista y observación para obtener información sobre las prácticas de lectura. Los resultados muestran que la 57 estudiantes (para un 79%) no presentan dificultades de comprensión. El cociente intelectual, la fluidez lectora y el vocabulario tienen un impacto en la comprensión de textos, lo que significa que un desempeño elevado en estas variables tributa a un mejor rendimiento lectocomprensivo. Las prácticas de lectura de los estudiantes también impactan la forma de comprender los textos.

Sustainable Education, Emotional Intelligence and Mother–Child Reading Competencies within Multiple Mediation Models

“…As we have seen, the scientific literature already points to the importance of the family in the formal education process [1, [7][8][9][10], not only in childhood but in any of the educational periods through which the human being goes through. In this sense, it is not current feminine empowerment that defines the fundamental role as an educating element of their children, but the traditional way in which society develops currently.…”

“…Family as an engine for sustainable change, for the extension of the reading culture, should be the main reading space. Several international studies reveal the importance of the family environment, in addition to other reading spaces such as schools and libraries, in academic performance-always related to motivation-and, especially, in the process of acquiring reading habits [7][8][9][10]. This situation leads us to consider in this study the approach of the family environment as a variable of study in the development of reading habits, as well as reading comprehensively [11][12][13].…”

“…According to González et al [7], children choose different places of reading such as school or, in many cases, the family home, as a second option, even the workplace of the mothers. The idea that there is a latent problem has already appeared, but little studied, which reveals that mothers are an essential element in the development of their children's learning, question on which we want to deepen this work.…”

“…From a different perspective, it is possible to introduce another element of study in the present work if we take into account that reading and emotional intelligence are two interrelated elements that affect the student's school environment [23,[44][45][46][47]. Certain studies have specified that not only are teacher-student relationships more positive, but work habits improve considerably [7,48,49]. The ability of students to express their own emotions through speech or writing has been associated with sustained academic and social achievement: participants demonstrated significant improvement in social and emotional skills, behavior, and academic performance [50].…”

La influencia materna en la inteligencia emocional y la competencia lectora de sus hijos

“…El compromiso emocional y cognitivo de los estudiantes contribuyen aún más a la mejora de la competencia lectora (Kim et al, 2016). El trabajo adecuado con las emociones no solo hace más positivas las relaciones entre discente y docente, sino que los hábitos de trabajo mejoran sustancialmente (González et al, 2016). La habilidad de los estudiantes para expresar sus propias emociones oralmente o a través de la escritura se ha asociado con logros académicos y sociales mantenidos, según se extrae tras una revisión de 213 School-based, Universal Social and Emocional Learning Programs (SELP): los participantes demostraron una significativa mejora en las habilidades sociales y emocionales, el comportamiento, la conducta y el rendimiento académico (Durlak, Dymnicki, Taylor, Weissberg y Schellinger, 2011).…”