Director/ Chief

 Pedro García Guirao, UMA, España

 Raúl Gutiérrez Fresneda, UA, España

Editora base/ Base editor

 Macarena Becerro Quero, UMA, España

Equipo editorial invitado/ Guest editorial team

 Antonio León Martín Ezpeleta, UV, España

 María Aurora García Ruiz, UMA, España

Editores versión en inglés/ Editor English version

 Pedro García Guirao, UMA, España

Secretaria/Secretary

 Inmaculada Santos Díaz, UMA, España

 Salvador Almadana López del Moral, Instituto Cervantes,

 Yrene Natividad Calero Leo, Asociación Internacional de

 Mercedes Garcés Pérez, U. Marta Abreu, Las Villas,

 Rubén Cristóbal Hornillos, Liceo XXII José Martí de

 Victoria Rodrigo Marhuenda, Georgia State University,

(Committee)

 Rocío Marivel Díaz Zavala, U. Nacional San Agustín de

 Osbaldo Turpo Gebera, U. Nacional San Agustín de

 Almudena Barrientos Báez, U. Complutense de Madrid,

 Efrén Viramontes, E. N. Ricardo Flores Magón, México

 Marek Baran, U. de Lodz, Polonia

 Cacylia Tatoj, U. de Silesia, Polonia

 Xaquín Núñez Sabarís, U. do Minho, Portugal

 Sergio Arlandis López, UV, España.

 Emilia Smolak Lozano, UMA, España.

 Eugenio Maqueda Cuenca, UMA, España

 Ana Cea Álvarez, U. do Minho, Portugal

 Inmaculada Guisado Sánchez, UNEX, España

 María Auxiliadora Robles Bello, UJAEN, España

Universidad de Málaga

This research forms part of the European Project “READ-COM: Reading Communities from paper books to digital era”.

Its objective is to raise awareness of the importance of reading and to provide innovative resources to improve reading

practices in homes and schools. In particular, it examines the similarities and differences in the textual typology used by

early childhood and primary school teachers. A quantitative study was conducted with the participation of 440 teachers,

200 from the second cycle of infant education and 240 from primary education. The findings of this study revealed notable

differences in the selection of texts used by pre-school and primary school teachers. It was observed that enumerative,

importance of textual processing is linked to the current

competence approach in teaching, which has been adopted

by the majority of countries and promoted by international

institutions. This approach develops communicative

competence, which encompasses grammatical, strategic or

pragmatic, sociolinguistic/sociocultural and discursive

creativity, initiative, problem solving, risk assessment,

decision-making and constructive management of feelings.

This approach also fosters the formation of better

also of recognising the circumstances in which they are

most appropriate. This entails proposing practices that

extend beyond mere learning by imitation (Camps et al.,

2022), given that the concept of “text type” is a linguistic

construct that seeks to characterise the formats used in

communication between people.

The variety of text types, as previously mentioned, has

their shared structural and discursive characteristics

(Bosque, 1999; Bravo & Tolosa, 2009; Gómez Parra, 2008;

Martínez Egido, 2012). In the present study, we adopt the

(Adam, 1992 or Werlich, 1974), also cited by authors such

etc.), the channel used (oral or written; live or recorded),

the type of addressee (individual or collective;

homogeneous or heterogeneous), the type of interaction

(monologal or dialogical), as well as the field of use (topics

offers significant benefits for the educational process,

contributing to the development of skills such as

organisation, synthesis, comprehension, communication

reader. This can be achieved through a variety of formats,

including lists, labels, timetables, indexes, encyclopaedias,

dictionaries or atlases, brochures and posters, menus,

catalogues, telephone directories, diaries, and recipes. This

capacity to organise complex content in a clear manner

provides an accessible structure for learners, thereby

facilitating comprehension and retention of information.

Furthermore, they are capable of adapting to different

learning styles, encouraging memorisation and logical

thinking (Bertsch et al., 2007; Johnson, 2008; Saleps &

structure, such as definition, description, comparison,

enumeration of characteristics, cause and effect, among

others. These structures are found in a variety of texts,

including dossiers, reviews, textbooks, oral texts, reference

books, and so on. The reading of expository texts develops

reading comprehension and analysis skills. Such texts

encourage critical evaluation and knowledge construction,

emphasising the capacity to interpret and analyse content

al., 2017; Sánchez et al., 2007).

challenges and make informed decisions (Enrique-Mirón &

Molina-García, 2017; Mederer Hengstl & Molina-García,

2023). In short, it guides the reader, or receiver, to achieve

an objective, or regulate their behaviour or way of behaving

and artistic value. They convey emotions, ideas or

reflections through the careful use of language, the

construction of characters, the creation of environments

and the exploration of universal themes. Their primary

purpose is to delight the reader and stimulate their

Marín et al., 2022; Gutiérrez and Escobar-Altare, 2020;

Marco & Vicente-Yagüe, 2023).

Finally, informative texts, which aim to inform or transmit

knowledge on a specific topic in an objective, verifiable

manner, without manipulation or bias, and in a clear,

precise and understandable way for the reader, offer the

possibility of developing skills in searching, evaluating and

analysing reliable sources, as well as critical reasoning and

forming opinions based on evidence (Abad Alonzo et al.,

2019). As evidenced by Denis Iguini (2021) and Pérez

Domínguez (2016), the following sources may be

employed: comic books and comics; newspapers and

magazines; advertisements; correspondence; concept

maps; illustrations; popular books and brochures; emails

and social networks.

General objective

The objective of this study is to determine the prevalence

of the use of different types of texts in the early childhood

and primary education stages. This will enable us to

visualise the effectiveness of inter-stage educational

transition in the teaching and understanding of textual

diversity.

Specific objectives

texts used in the classroom at the primary education

male n = 69), which corresponds to the study population,

The descriptive results of the study sample by level of

education are presented in Table 1. The socio-demographic

data of the participants are collected in order to help the

experience between the two levels. In pre-primary

education, the distribution of teachers with different levels

difference (*p < .05).

pre-school, which is a highly significant difference (***p <

teachers make more use of labels, indexes and brochures.

These texts are useful for exploration and discovery

activities, allowing learners to interact with different

materials and concepts in a practical and visual way.

Expository texts

compared to 74.06% of primary teachers, which is highly

significant (***p < .001).

expository texts more frequently. They use textbooks or

schoolbooks in 95.82% of cases, compared to 71% in pre-

primary, and this difference is highly significant (***p <

.001). They also use texts to develop an oral presentation

this difference is significant (**p < .01).

For example, the enumerative text is used by 78.5% of the

nursery teachers and by 70.76% of the primary teachers.

Although its use is more frequent in the pre-primary sector,

information and resources in a clear way.