presence of detective and mystery novels, romance, and social novels. The predominant functions for which the

participants suggest their reading are evasive, affective, social, educational, and axiological. These results show the need

to implement measures to improve the reading and literary training of these future teachers, to promote reflection on the

concept of reading that they transmit, and to develop a critical analysis of the educational potential of literature.

eading is a critical skill for the development of

expected. Standardized tests (PIRLS, 2016; PISA, 2018)

show that between 20 and 40% of students in primary and

secondary education have problems with text

comprehension. These figures tend to persist over the

years, as the percentage of adults with low comprehension

levels is similar to that of students with reading difficulties

in primary school (Educainee, 2013)

Much of the research on reading focuses on cognitive

aspects, such as decoding (Míguez-Álvarez et al., 2021),

syntactic processing (Simpson et al., 2020), or making

Education, and ROYAL DECREE 157/2022, of March 1,

for Primary Education, state that the teacher has the duty to

literature, to foster reading habits, to teach reflection, and

to promote the acquisition of basic communicative skills

the teacher possesses competencies related to the

development of reading practices in the classroom and has

the ability to decisively influence the teaching of reading

(Granado et al., 2012; Granado and Puig, 2015).

2019). From these works and others cited in Granado &

Puig (2014), it is clear that we are faced with a weak profile

of readers who are not used to reading frequently, do not

consider it a pleasure, do not visit libraries, or give it a use

other than instrumental. However, many of these studies do

not take into account a key aspect of their reading

experience: the analysis of their reading tastes and, in

particular, the works that have influenced them and served

to create their reading identity.

(Galindo, 2021). This multidimensional concept

contemplates their ideas and feelings towards reading, as

well as the values and uses assigned to this practice

influenced by their close environment (Granado & Puig,

have had an impact on us” (Munita, 2017, p. 2) and that

allow us to articulate the reading identity through the

configuration of a personal imaginary is revealed.

it also allows them to enrich their reading experience and

improve their teaching identity as educators of readers

(Granado & Puig, 2014; Caride et al., 2018). Certainly,

in the classroom are influenced by the training they receive,

and sometimes they are reluctant to accept a perception of

reading and its teaching that is different from their own

(Duszynski, 2006; Muñoz et al., 2018).

existing studies, Cremin et al. (2008) indicate that, out of

the 73% of teachers who read regularly, 40% choose

mainly fiction novels; 14%, biographies; and 6%, novels of

predilection for narrative fiction is ratified by Granado &

Puig (2014), who, in their characterization of the reading

identities of future teachers, point out that they prefer to

read novels, especially fashionable readings and books

with film adaptations, which implies a coincidence of titles.

They also point out the mention of informative readings,

they are immature readers, and even show that they can

refer to the title and plot of known texts without having read

them. For his part, Munita (2014), in a study on the reading

identity of future teachers, draws a standard profile

results are added those of Elche & Yubero (2019), who, in

addressing the preferred reading typology of students in

teacher training, highlight the relationship between reading

typology (magazines, comics, fiction, non-fiction, or press)

and reading commitment, noting that as the courses

progress, students read more magazines, increasing

given for recommending their reading, with the intention

of outlining their reading identity. This objective is

specified in other more specific ones: i) to establish

whether the works mentioned by the students fall into adult,

belong to genres and textual subgenres; and iii) to identify

functions of literature.

improve their relationship with reading, influence the need

to promote reflective, dialogical, and open practices

(Levine et al., 2022), and foster the development of the

ability to design fuller and more successful reading

proposals in their professional performance (Gupta, 2004;

McKool & Gespas, 2009). It cannot be stressed enough that

maintaining a weak and instrumentalized link with reading

on the part of a teacher prevents the emergence of intrinsic

motivation for reading among his or her students (Ferreyro

& Stramiello, 2008)

Participants

A total of 196 university students from the first to the fourth

year of the Degree in Early Childhood Education (49) and

the Degree in Primary Education (147) of the Faculties of

Education and Social Work and Education and Sports

Sciences of the University of Vigo (Spain) participated in

this research. The data provided by the university itself

indicate that the number of students enrolled in the 2021-

77.9% of education students are women) and also in the

teaching profession in the infant and primary stages (San

Román, 2008; INE, 2021b).

The convenience sample consisted of students aged

between 18 and 50 years, with a mean age of 21.24 (SD =

3.78).

Research instruments

This research is carried out using a quantitative

methodology and a non-experimental design, in which a

nine-item questionnaire prepared by the authors of this

study was used as an instrument for data collection: The

the reasons why they would recommend reading it, as well

as any other observations they considered appropriate.

Anonymized data processing was used in the preparation

and administration of this instrument and in the analysis of

the results.

these works belong to, and the function stated in the

poetry and essays. Only one participant mentions one

compulsory reading in high school.

Within the narrative genre, the largest number of

references corresponds to detective novels (49 titles, 26.9%

%) and science fiction novels (7 titles, 3.8 %), while, with

only two references (1.1 % each), we find

regional/costumbrista novels, horror novels and feminist

comic/graphic novels, and divulgation. It should be noted

that there is no mention of war novels, humor books

cited 3 times each), fantasy novels (47.83 %, with Donde

los árboles cantan and Harry Potter, which are noted 5 and

4 times, respectively), romance novels (40.6 %, with Pride

and Prejudice, which is mentioned 7 times), and short

case of the poetry and essay genres, with very few

allusions, it is striking that Cantares Gallegos and Vicente

Risco, mestre de mestres are repeated 3 and 2 times,

respectively, raising the percentage of repeated works to

37.5% and 40%.

number of interventions in which each function appears

and the percentage it represents, can be consulted in Table

1. A statistical analysis was made between the different

categories (canonical genre, narrative subgenre,

determine whether there is a relationship between the

Similarly, the data from the contingency tables,

summarized in Figures 2, 3, and 4 in the form of

percentages, show the relationships between the variables:

canonical genre, narrative subgenre, adult/youth/children’s

literature, and functions.

Galindo, A. K. (2021). Ser, tener y leer. La identidad lectora y el capital lector: ¿son elementos clave en la configuración

https://doi.org/10.32870/dse.vi23.9644

introduccion-a-los-generos-literarios-teoria-y-ejercicios.pdf