Impacto del plan lector en estudiantes de educación primaria

Antonio-José Moreno-Guerrero; José-Antonio Marín-Marín; Noemí Carmona-Serrano; Jesús López-Belmonte

doi:10.24310/innoeduca.2023.v9i2.15175

Autores/as

Antonio-José Moreno-Guerrero Universidad de Granada, España https://orcid.org/0000-0003-3191-2048
José-Antonio Marín-Marín Universidad de Granada, España https://orcid.org/0000-0001-8623-4796
Noemí Carmona-Serrano Universidad de Granada, España
Jesús López-Belmonte Universidad de Granada, España https://orcid.org/0000-0003-0823-3370

DOI:

https://doi.org/10.24310/innoeduca.2023.v9i2.15175

Palabras clave:

comprensión lectora, fluidez lectora, motivación, inteligencia emocional

Resumen

El mundo actual se encuentra condicionado no solo por la pandemia derivada de la COVID-19, sino por la facilidad e inmediatez de la información en diversos formatos. En su vertiente escrita, para ser procesada la información, necesita de una lectura previa por parte de las personas. Por ello, la lectura se alza como una habilidad fundamental en la vida social y académica de las personas. Este aspecto se fomenta en los centros educativos por medio de diversas prácticas recogidas en un documento oficial denominado Plan Lector. Los objetivos del presente estudio se centran en conocer la influencia de dicho plan en la motivación, la inteligencia emocional, la fluidez y comprensión lectora del alumnado de educación primaria. Para alcanzar estos objetivos se ha propuesto un diseño de investigación cuasi-experimental de tipo pre-post fundamentado en una metodología cuantitativa. En el estudio han participado 114 estudiantes de educación primaria de un centro educativo de Ceuta (España). La recogida de datos se ha llevado a cabo mediante tres instrumentos validados (Cuestionario de Estrategias Motivadas para el Aprendizaje, Inventario de Inteligencia Emocional de BarOn y el EMLE-TALE 2000). Los resultados revelan que las acciones desplegadas en el plan lector del centro educativo han supuesto mejoras en la fluidez y comprensión lectora. Sin embargo, las actuaciones realizadas no han mejorado la motivación ni la inteligencia emocional de los discentes.

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