Evaluación de las actitudes e intereses hacia la lectura: validación de un instrumento para lectores principiantes
Evaluación de las actitudes e intereses hacia la lectura: validación de un instrumento para lectores principiantes
Contenido principal del artículo
Resumen
Se presenta un instrumento de evaluación de las actitudes e intereses lectores destinado a estudiantes de los primeros cursos de Primaria, que se deriva de la escala elaborada por Meirisuo-Storm y Soininen (2012). La actitud y la motivación pueden ser dos de las principales razones por las que la mayoría de los lectores leen: no obstante, a menudo se ha ignorado el importante papel que éstas desempeñan. El cuestionario evalúa cinco dimensiones: motivación hacia la lectura, intereses lectores, actitudes hacia la lectura social, percepción de la competencia lectora y motivación hacia el aprendizaje y el estudio. Se ha llevado a cabo un análisis factorial confirmatorio con una muestra de 1135 estudiantes de 2º de Primaria, con una edad de entre 7 y 8.4 años (media 7.7 y DT=0.99). Dicho análisis muestra un buen ajuste del modelo de cinco factores a los datos. Asimismo, se han realizado los estudios de invarianza exigibles para que el instrumento pueda aplicarse en niños y niñas de 2º de Primaria. Tras eliminar las fuentes de invarianza, el análisis muestra algunas diferencias de género significativas: las niñas presentan una mayor motivación hacia la lectura y una actitud más positiva hacia la lectura social, mientras que los niños muestran una mejor percepción de la competencia lectora. Además, se observan importantes diferencias en los intereses lectores. Se concluye que este instrumento puede servir de gran ayuda al profesorado para estimar los niveles de actitud y motivación del alumnado de forma fiable, así como para la evaluación de estudiantes específicos y para la estimación de los cambios que se producen en las actitudes tras programas de intervención.
Citas
Aerila, J.A., y Merisuo-Storm (2017). Emergent readers and the joy of reading: A Finnish
perspective. Creative Education, 8, 2485-2500. doi 10.4236/ce.2017.815171.
Aguilar, M., Aragón, E., Navarro, J.I., Delgado, C. y Marchena, E. (2017). Análisis del efecto san
Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria
(1° a 5°). European Journal of Education and Psychology, 10(1), 23-32.
Ainley, M., Hillman, K., y Hidi, S. (2002). Gender and interest processes in response to literary
texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428.
Alves, A.F., Assis, C.M., Martins, A. y Da Silva, L. (2017). Desempeño cognitivo y rendimiento
académico: ¿cómo confluyen familia y escuela? European Journal of Education and
Psychology, 10(2), 49-56.
Andrés, M., Urquijo, S., Navarro, J., y García-Sedeño, M. (2010). Contexto alfabetizador familiar:
relaciones con la adquisición de habilidades prelectoras y desempeño lector. European
Journal of Education and Psychology, 3(1), 129-140.
Artola, T., Sastre, S., y Barraca, J. (2017). Diferencias de género en actitudes e intereses lectores:
una investigación con alumnos españoles de primaria. Bordón. Revista de Pedagogía,
68(2).
Asún, R.A., Rdz-Navarro, K., y Alvarado, J.M. (2016). Developing multidimensional Likert scales
using item factor analysis: The case of four-point items. Sociological Methods &
Research, 45(1), 109-133.
Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media
Research, 10.
Cartwright, K.B., Marshall, T.R., y Wray, E.A. (2015). Longitudinal Study of the Role of Reading
Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple
View of Reading. Reading Psychology, 37(1), 55-91. doi: 10.1080/02702711.2014.
Chapman, M., Filipenko, M., McTavish, M. y Saphiro, J. (2007). First graders´preferences for
narrative and/or information books and perceptions of other boys´and girls´book
preferences. Canadian Journal of Education 30(2), 531-553. doi: 10.2307/20466549.
Chick, K., y Heilman-Houser, R.A. (2000). Children's literature choices: Gender stereotypes
prevail. Pennsylvania Reads: Journal of the Keystone State Reading Association, 1(2),
3-13.
Cooter, R.B. y Alexander, J. (1984). Interest and Attitude: Affective Connections for Gifted and
Talented Readers. Reading World, v24 n1 p97-102 Oct 1984 Association, 1(2), 3-13.
Elosua, M.R. y Gómez-Veiga, I. (2014). Habilidades lectoras y rendimiento académico en 3º y 6º
de Primaria: aspectos evolutivos y educativos. Estudios de Psicología, enero.
doi: 10.1174/0210993912800676411.
Eriksson, K. (2002). Booktalk Dilemmas: teachers' organisation of pupils' reading. Scandinavian
Journal of Educational Research, 46(4), 391-408.
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14.
Gómez-Benito, J., Hidalgo, M.D., y Guilera, G. (2010). El sesgo de los instrumentos de medición.
Tests justos. Papeles del Psicólogo, 31(1), 75-84.
Graham, S., Berninger, V., y Abbott, R. (2012). Are attitudes toward writing and reading separable
constructs? A study with primary grade children. Reading & Writing Quarterly, 28(1),
51-69.
Green, S.B., y Yang, Y. (2015). Evaluation of dimensionality in the assessment of internal
consistency reliability: Coefficient alpha and omega coefficients. Educational
Measurement: Issues and Practice, 34(4), 14-20.
Hu, L.T., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural equation modeling: a
multidisciplinary journal, 6(1), 51-55.
Marinak, B.A., y Gambrell, L.B. (2010). Reading motivation: Exploring the elementary gender
gap. Literacy Research and Instruction, 49(2), 129-141.
McKenna, M.C., y Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers.
The reading teacher, 43(9), 626-639.
Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian
Journal of Educational Research, 50(2), 111-125.
Merisuo-Storm, T., y Soininen, M. (2012). Young boy`s opinions about reading, literacy lessons
and their reading competence. In ICERI2012 Proceedings (pp. 4109-4118). IATED.
Merisuo-Storm, T., y Soininen, M. (2014). Interesting reading materials and excercises encourage
also reluctant boys to read. Social and Behavioral Sciences, 116, 2583-2588.
doi:10.1016/j.sbspro.2014.01.615.
Mohr, K. (2006). Children's choices for recreational reading: A three-part investigation of
selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1),
181–204.
Mora, J., Galán, A., y López, M. (2016). Eficacia de un programa de implicación familiar en la
lectura de alumnado de 1º de Educación Primaria. Revista de Psicodidáctica, 21(2),
375-391.
Mullis, I.V., Martin, M.O., Foy, P., y Drucker, K.T. (2012). PIRLS 2011 International Results in
Reading. International Association for the Evaluation of Educational Achievement.
Herengracht 487, Amsterdam, 1017 BT. The Netherlands.
Oakhill, J.V., y Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls'
reading comprehension. British Journal of Psychology, 98(2), 223-235.
Pestcher, Y. (2010). A meta-analysis of the relationship between students’ attitudes towards
reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment
structures. In Heijmans, R.D.H., Pollock, D.S.G. y Satorra, A. (eds.), Innovations in
multivariate statistical analysis. A Festschrift for Heinz Neudecker (pp.233-247). London:
Kluwer Academic Publishers.
Sadowski, M. (2010). Putting the "boy crisis" in context. Education Digest: Essentil Readings
Condensed for Quick review, 76(3), 10-13.
Soininen, M., Merisuo-Storm, T., y Korhonen, R. (2013). What kind of competence teachers need
in the year 2020? Profesorado. Revista de Currículum y Formación de Profesorado, 17(3),
111-122.
Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds.
Teacher as Leader, EDU 600, 1-9.
Stutz, F., Schaffner, E., y Schiefele, U. (2016). Relations among reading motivation, reading
amount, and reading comprehension in the early elementary grades. Learning and
Individual Differences (45), 101-113. doi.org/10.1016/j.lindif.2015.11.022.
Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
Sullivan, M. (2004). Why Johnny wont read. School Library Journal, 50(8), 36-39.
Trizano-Hermosilla, I., y Alvarado, J.M. (2016). Best alternatives to Cronbach's alpha reliability in
realistic conditions: congeneric and asymmetrical measurements. Frontiers in psychology,
7, 769.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2014). Spanish Primary School pupil`s Literacy
attitudes: are they related to their reading comprehension and their feeling of competence?
In ICERI2014 Proceedings (pp. 36-41). IATED.
Villalón, R., Merisuo-Storm, T., e Izquierdo-Magaldi, B. (2015). ¿Importa la actitud hacia la
lectura a la hora de comprender un texto? 3
rd International Congress of Educational
Sciences and Development. San Sebastián, Spain. doi: 10.13140/RG 2.1.1936.7524.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2016). Reading attitudes and text
comprehension of Finnish and Spanish Pupils: a comparative study. EARLI SIG-2
conference. Geneva, Switzerland.
Watson, A.K., Kehler, M. y Martino, W. (2010). The problem of boy´s literacy underachievement:
raising some questions. Journal of Adolescent & Adult Literacy, 53(5), 356-361.
perspective. Creative Education, 8, 2485-2500. doi 10.4236/ce.2017.815171.
Aguilar, M., Aragón, E., Navarro, J.I., Delgado, C. y Marchena, E. (2017). Análisis del efecto san
Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria
(1° a 5°). European Journal of Education and Psychology, 10(1), 23-32.
Ainley, M., Hillman, K., y Hidi, S. (2002). Gender and interest processes in response to literary
texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428.
Alves, A.F., Assis, C.M., Martins, A. y Da Silva, L. (2017). Desempeño cognitivo y rendimiento
académico: ¿cómo confluyen familia y escuela? European Journal of Education and
Psychology, 10(2), 49-56.
Andrés, M., Urquijo, S., Navarro, J., y García-Sedeño, M. (2010). Contexto alfabetizador familiar:
relaciones con la adquisición de habilidades prelectoras y desempeño lector. European
Journal of Education and Psychology, 3(1), 129-140.
Artola, T., Sastre, S., y Barraca, J. (2017). Diferencias de género en actitudes e intereses lectores:
una investigación con alumnos españoles de primaria. Bordón. Revista de Pedagogía,
68(2).
Asún, R.A., Rdz-Navarro, K., y Alvarado, J.M. (2016). Developing multidimensional Likert scales
using item factor analysis: The case of four-point items. Sociological Methods &
Research, 45(1), 109-133.
Boltz, R. (2007). What we want: Boys and girls talk about reading. School Libarary Media
Research, 10.
Cartwright, K.B., Marshall, T.R., y Wray, E.A. (2015). Longitudinal Study of the Role of Reading
Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple
View of Reading. Reading Psychology, 37(1), 55-91. doi: 10.1080/02702711.2014.
Chapman, M., Filipenko, M., McTavish, M. y Saphiro, J. (2007). First graders´preferences for
narrative and/or information books and perceptions of other boys´and girls´book
preferences. Canadian Journal of Education 30(2), 531-553. doi: 10.2307/20466549.
Chick, K., y Heilman-Houser, R.A. (2000). Children's literature choices: Gender stereotypes
prevail. Pennsylvania Reads: Journal of the Keystone State Reading Association, 1(2),
3-13.
Cooter, R.B. y Alexander, J. (1984). Interest and Attitude: Affective Connections for Gifted and
Talented Readers. Reading World, v24 n1 p97-102 Oct 1984 Association, 1(2), 3-13.
Elosua, M.R. y Gómez-Veiga, I. (2014). Habilidades lectoras y rendimiento académico en 3º y 6º
de Primaria: aspectos evolutivos y educativos. Estudios de Psicología, enero.
doi: 10.1174/0210993912800676411.
Eriksson, K. (2002). Booktalk Dilemmas: teachers' organisation of pupils' reading. Scandinavian
Journal of Educational Research, 46(4), 391-408.
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14.
Gómez-Benito, J., Hidalgo, M.D., y Guilera, G. (2010). El sesgo de los instrumentos de medición.
Tests justos. Papeles del Psicólogo, 31(1), 75-84.
Graham, S., Berninger, V., y Abbott, R. (2012). Are attitudes toward writing and reading separable
constructs? A study with primary grade children. Reading & Writing Quarterly, 28(1),
51-69.
Green, S.B., y Yang, Y. (2015). Evaluation of dimensionality in the assessment of internal
consistency reliability: Coefficient alpha and omega coefficients. Educational
Measurement: Issues and Practice, 34(4), 14-20.
Hu, L.T., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural equation modeling: a
multidisciplinary journal, 6(1), 51-55.
Marinak, B.A., y Gambrell, L.B. (2010). Reading motivation: Exploring the elementary gender
gap. Literacy Research and Instruction, 49(2), 129-141.
McKenna, M.C., y Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers.
The reading teacher, 43(9), 626-639.
Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian
Journal of Educational Research, 50(2), 111-125.
Merisuo-Storm, T., y Soininen, M. (2012). Young boy`s opinions about reading, literacy lessons
and their reading competence. In ICERI2012 Proceedings (pp. 4109-4118). IATED.
Merisuo-Storm, T., y Soininen, M. (2014). Interesting reading materials and excercises encourage
also reluctant boys to read. Social and Behavioral Sciences, 116, 2583-2588.
doi:10.1016/j.sbspro.2014.01.615.
Mohr, K. (2006). Children's choices for recreational reading: A three-part investigation of
selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1),
181–204.
Mora, J., Galán, A., y López, M. (2016). Eficacia de un programa de implicación familiar en la
lectura de alumnado de 1º de Educación Primaria. Revista de Psicodidáctica, 21(2),
375-391.
Mullis, I.V., Martin, M.O., Foy, P., y Drucker, K.T. (2012). PIRLS 2011 International Results in
Reading. International Association for the Evaluation of Educational Achievement.
Herengracht 487, Amsterdam, 1017 BT. The Netherlands.
Oakhill, J.V., y Petrides, A. (2007). Sex differences in the effects of interest on boys' and girls'
reading comprehension. British Journal of Psychology, 98(2), 223-235.
Pestcher, Y. (2010). A meta-analysis of the relationship between students’ attitudes towards
reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355.
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment
structures. In Heijmans, R.D.H., Pollock, D.S.G. y Satorra, A. (eds.), Innovations in
multivariate statistical analysis. A Festschrift for Heinz Neudecker (pp.233-247). London:
Kluwer Academic Publishers.
Sadowski, M. (2010). Putting the "boy crisis" in context. Education Digest: Essentil Readings
Condensed for Quick review, 76(3), 10-13.
Soininen, M., Merisuo-Storm, T., y Korhonen, R. (2013). What kind of competence teachers need
in the year 2020? Profesorado. Revista de Currículum y Formación de Profesorado, 17(3),
111-122.
Stevens, S. (2011). Entering bookworld: How to help both Boys and Girls in Class Read Alouds.
Teacher as Leader, EDU 600, 1-9.
Stutz, F., Schaffner, E., y Schiefele, U. (2016). Relations among reading motivation, reading
amount, and reading comprehension in the early elementary grades. Learning and
Individual Differences (45), 101-113. doi.org/10.1016/j.lindif.2015.11.022.
Schwartz, W. (2002). Helping underachieving boys read well and often. New York: ERIC Digest.
Sullivan, M. (2004). Why Johnny wont read. School Library Journal, 50(8), 36-39.
Trizano-Hermosilla, I., y Alvarado, J.M. (2016). Best alternatives to Cronbach's alpha reliability in
realistic conditions: congeneric and asymmetrical measurements. Frontiers in psychology,
7, 769.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2014). Spanish Primary School pupil`s Literacy
attitudes: are they related to their reading comprehension and their feeling of competence?
In ICERI2014 Proceedings (pp. 36-41). IATED.
Villalón, R., Merisuo-Storm, T., e Izquierdo-Magaldi, B. (2015). ¿Importa la actitud hacia la
lectura a la hora de comprender un texto? 3
rd International Congress of Educational
Sciences and Development. San Sebastián, Spain. doi: 10.13140/RG 2.1.1936.7524.
Villalón, R., Melero, A., e Izquierdo-Magaldi, B. (2016). Reading attitudes and text
comprehension of Finnish and Spanish Pupils: a comparative study. EARLI SIG-2
conference. Geneva, Switzerland.
Watson, A.K., Kehler, M. y Martino, W. (2010). The problem of boy´s literacy underachievement:
raising some questions. Journal of Adolescent & Adult Literacy, 53(5), 356-361.