Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables
The present work arises from a teaching interest in contributing to the reading and literary training of students who have not experienced favorable conditions for approaching reading in their social context, as well as from a research interest in knowing the impact of an educational intervention fo...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2023
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/51419 |
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| _version_ | 1804220801829830656 |
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| author | Munita, Felipe León Zuluaga, Katty |
| author_facet | Munita, Felipe León Zuluaga, Katty |
| author_sort | Munita, Felipe |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The present work arises from a teaching interest in contributing to the reading and literary training of students who have not experienced favorable conditions for approaching reading in their social context, as well as from a research interest in knowing the impact of an educational intervention focused on the promotion of reading for this student profile. In that context, a case study is presented with the objective of characterizing the motivation to read (in its dimensions of reading self-image and the value attributed to reading) of high school students before and after taking a literary program focused on the promotion of reading. The sample corresponds to twenty-three 10th grade students of a highly vulnerable institution in Colombia. The data were constructed during the 2019 academic year through a mixed approach, applying a questionnaire and an interview that make up the Adolescent Motivation to Read Profile test (Pitcher et al., 2007). The results show an improvement trend in the students' motivation to read, although it is highlighted that this trend is more emphasized in the value attributed to reading than in the reading self-image. Finally, the interest of the results is discussed to think about educational actions focused on promoting reading in highly vulnerable educational contexts. |
| format | Online |
| id | INIE-RAIE-article-51419 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-514192023-08-09T22:48:25Z Impact of educative intervention on the motivation to read of vulnerable students Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables Munita, Felipe León Zuluaga, Katty reading motivation literature adolescense lectura motivación literatura adolescencia The present work arises from a teaching interest in contributing to the reading and literary training of students who have not experienced favorable conditions for approaching reading in their social context, as well as from a research interest in knowing the impact of an educational intervention focused on the promotion of reading for this student profile. In that context, a case study is presented with the objective of characterizing the motivation to read (in its dimensions of reading self-image and the value attributed to reading) of high school students before and after taking a literary program focused on the promotion of reading. The sample corresponds to twenty-three 10th grade students of a highly vulnerable institution in Colombia. The data were constructed during the 2019 academic year through a mixed approach, applying a questionnaire and an interview that make up the Adolescent Motivation to Read Profile test (Pitcher et al., 2007). The results show an improvement trend in the students' motivation to read, although it is highlighted that this trend is more emphasized in the value attributed to reading than in the reading self-image. Finally, the interest of the results is discussed to think about educational actions focused on promoting reading in highly vulnerable educational contexts. El presente trabajo surge de un interés docente por aportar en la formación lectora y literaria del alumnado que no ha vivido condiciones favorables de acercamiento a la lectura en su contexto social, así como de un interés investigativo por conocer el impacto de una intervención educativa centrada en el fomento de la lectura para ese perfil de estudiantado. En ese marco, se presenta un estudio de caso cuyo objetivo fue caracterizar la motivación a la lectura (en sus dimensiones de autoimagen lectora y valoración de la lectura) de estudiantes de secundaria antes y después de participar de una programación literaria centrada en el fomento de la lectura. La muestra corresponde a 23 estudiantes de décimo grado de Bachillerato de una institución educativa pública de alta vulnerabilidad en Colombia. Los datos se construyeron durante el año académico 2019 mediante un abordaje mixto aplicando un cuestionario y una entrevista que conforman el test Adolescent Motivation to Read Profile. Los resultados muestran una tendencia de mejora en la motivación lectora del alumnado, aunque se subraya que dicha tendencia se acentúa más en la valoración de la lectura que en la autoimagen lectora. Finalmente, se discute el interés de los resultados para pensar actuaciones educativas centradas en el fomento de la lectura en contextos educativos de alta vulnerabilidad. Universidad de Costa Rica 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Texto application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/51419 10.15517/aie.v23i1.51419 Actualidades Investigativas en Educación; Vol. 23 No. 1 (2023): (January-April); 1-31 Actualidades Investigativas en Educación; Vol. 23 Núm. 1 (2023): (Enero-Abril); 1-31 Actualidades Investigativas en Educación; v. 23 n. 1 (2023): (Enero-Abril); 1-31 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/51419/53739 https://revistas.ucr.ac.cr/index.php/aie/article/view/51419/55181 https://revistas.ucr.ac.cr/index.php/aie/article/view/51419/55182 Derechos de autor 2022 Felipe Munita, Katty León Zuluaga http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | reading motivation literature adolescense lectura motivación literatura adolescencia Munita, Felipe León Zuluaga, Katty Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title | Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title_alt | Impact of educative intervention on the motivation to read of vulnerable students |
| title_full | Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title_fullStr | Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title_full_unstemmed | Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title_short | Incidencia de una intervención educativa en la motivación a la lectura de estudiantes vulnerables |
| title_sort | incidencia de una intervencion educativa en la motivacion a la lectura de estudiantes vulnerables |
| topic | reading motivation literature adolescense lectura motivación literatura adolescencia |
| topic_facet | reading motivation literature adolescense lectura motivación literatura adolescencia |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/51419 |
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