Lectura digital y metacognición lectora en futuros docentes chilenos
DOI:
https://doi.org/10.24310/isl.20.1.2025.20265Keywords:
reading, teacher training, reading metacognition, reading habitsAbstract
The expansion of technology, especially the use of the Internet and the virtualisation of communication spaces, has led to the proliferation of emerging digital discourses, which are multimodal and immediate. These particularities do not contradict traditional formats but have configured new forms of reading and demand a more active and discerning reader. In this context, the teaching of reading faces the challenge of incorporating multimodal digital reading media into its epistemic and pedagogical praxis, which implies digital literacy. In this context and given the importance of teachers as reading mediators, it is essential to know their reading behaviour and attitudes towards electronic and printed formats, since they will influence their future teaching. This quantitative and descriptive research aims to investigate the reading behaviour of 146 future Chilean teachers and its relationship with their reading metacognition. The results show a preference for digital reading formats for recreational purposes, while recreational reading in printed format is mostly preferred by women. Significant correlations are established between reading formats and reading metacognition strategies.
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