La lectura en medios digitales y el proceso lector de los docentes en formación

  1. Mario Díaz Díaz
  2. Yolanda Echegoyen Sanz
  3. Antonio León Martín Ezpeleta
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Datum der Publikation: 2022

Nummer: 63

Seiten: 131-157

Art: Artikel

DOI: 10.12795/PIXELBIT.91903 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Pixel-Bit: Revista de medios y educación


21st Century citizens combine reading in print and on screens, which means that two different reading processes are combined.Reading teaching is facing the challenge of enriching a reading literacy method including multimodal digital texts, which entails, at the same time, digital literacy. In this context, it is interesting to take into account the reading habits and processes of the teachers in charge of developing this multiliteracy, which will condition their teaching methods. This research aims to study the preferences in reading format of 236 teachers in training and how this is reflected in their metacognitive reading strategies. A cross-sectional, quantitative and descriptive study has been carried out with a sample belonging to three educational levels (future teachers of Early Childhood, Primary and Secondary Education). The results show a preference for reading in digital format both for academic and recreational purposes. There are statistically significant differences depending on the educational level and age. In addition, a correlation between reading preferences and perception of reading metacognition has been demonstrated.

Bibliographische Referenzen

  • Afflerbach, P., & Cho, B.-Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. En H. Salatas Waters, & W. Schneider (Eds.), Metacognition, strategy use and instruction (pp. 201-225). Guilford Press.
  • Ahmad, S., Dar, B. A., & Lone, J. A. (2019). Reading Habits and Attitudes of Undergraduate Students: A gender based comparative study of Government Degree College (Boys) and Government Degree College for Women, Anantnag (J & K). Library Philosophy and Practice, 2019, 1-13.
  • Alieto, E., Abequibel, B., & Ricohermoso, C. (2020). An Investigation on Digital and Print Reading Attitudes: Samples from Filipino Preservice Teachers from a Non-metropolitan-based University. Asian EFL Journal, 27(43), 278-311.
  • Álvarez-Álvarez, C., & Diego-Mantecón, J. (2018). ¿Cómo describen, analizan y valoran los futuros maestros su formación lectora? Revista Complutense de Educación, 30(4), 1083-1096.
  • Applegate, A. J., & Applegate, M. D. (2004). The Peter Effect: Reading Habits and Attitudes of Preservice Teachers. The Reading Teacher, 57(6), 554-563.
  • Cassany, D. (2013). En línea: Leer y escribir en la red. Anagrama.
  • Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis. Journal of Research in Reading, 42(2), 288-325.
  • Cordón, J. (2016). La lectura en el entorno digital: nuevas materialidades y prácticas discursivas. Revista chilena de literatura, 94, 15-38.
  • Cromley, J. G., Kunze, A. J., & Dane, A. P. (2021). Multi-text multi-modal reading processes and comprehension. Learning and Instruction, 71, 101413. https://doi/10.1016/j.learninstruc.2020.101413
  • Delgado, P., Vargas, C., Ackerman, R., Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.
  • Deregözü, A. & Üstün, B. (2021). Foreign language teacher students’ attitudes toward reading: Implications for language teacher education. Journal of Language and Linguistic Studies, 17(2), 816-827. https://doi/10.52462/jlls.57
  • Espinoza, M., & Gallegos, D. (2018). Preferencias y hábitos en el uso de libros electrónicos y lectura digital. Revista Espacios, 39(43), 1-12.
  • Federación de Gremios de Editores de España. (2021). Informe sobre el sector editorial español año 2019.
  • Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4), 483-517. https://doi/10.3102/0034654321998074
  • Iwai, Y. (2016). Promoting strategic readers: Insights of preservice teachers’ understanding of metacognitive reading strategies. International Journal for the Scholarship of Teaching and Learning, 10(1), 1-7. https://doi/10.20429/ijsotl.2016.100104
  • Jenkins, H. (2008). Convergence culture: La cultura de la convergencia de los medios de comunicación. Paidós.
  • Larrañaga, E., Yubero, S., & Cerrillo, P. C. (2008). Estudio sobre los hábitos de lectura de los universitarios españoles. CEPLI/SM.
  • Madhumathi, P., & Ghosh, A. (2012). Awareness of Reading Strategy Use of Indian ESL Students and the Relationship with Reading Comprehension Achievement, English Language Teaching, 5(12),131-140. https://doi/10.5539/elt.v5n12p131
  • Martín-Ezpeleta, A., & Echegoyen-Sanz, Y. (2020). Percepción de la metacognición lectora en el Grado de Maestro. En A. Díez Mediavilla & R. Gutiérrez Fresneda (Eds.) Lectura y dificultades lectoras en el siglo XXI (pp. 177-191). Octaedro
  • Mayoral, S., Timoneda, C., & Pérez, F. (2013). Evaluación de los procesos metacognitivos en estudiantes de grado en maestro de educación infantil y primaria en tareas de lectura. Aula Abierta, 41(3), 5-12.
  • McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35(3), 328-336. 10.1111/j.1467-9817.2010.01481.x
  • McKenna, M., Conradi, K., Lawrence, C., Jang, B., & Meyer, J. (2012). Reading Attitudes of Middle School Students: Results of a U.S. Survey. Reading Research Quartely, 47(3), 283-306.
  • Mokhtari, K. & Reichard, C. (2002). Assessing Students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi/10.1037/0022-0663.94.2.249
  • Moreira, B., Rodríguez, A., & Chávez, T. (2020). Lectura digital y de textos impresos: ¿realmente existen diferencias? Revista caribeña de Ciencias Sociales.
  • Muchsini, B. & Siswandari, S. (2018). Digital Natives’ Bahaviours and Preferences: Pre-Service Teachers Studying Accounting. International Journal of Pedagogy and Teacher Education, 2(2), 355. https://doi/10.20961/ijpte.v2i2.24088
  • Munita, F. (2018). El sujeto lector didáctico: lectores que enseñan y profesores que leen. Álabe, 1- 19.
  • OCDE (2011). Context of the PISA Digital Reading Assessment. In PISA 2009 Results: Students On Line: Digital Technologies and Performance (Volume VI). OECD Publishing.
  • Piscitelli, A. (2011). El paréntesis de Gutenberg: la religión digital en la era de las pantallas ubicuas. Santillana.
  • Prenksy, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.
  • Ramírez Restrepo, L., & Konstantinova, L. (2018). Lectura de documentos en papel versus documentos digitales en universidades de Colombia y Ucrania. Revista Cubana de Educación Superior, 37(3), 59-79.
  • Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In M. Barzillai, J. Thomson, S. Schroeder, & P. Van den Broek (Eds.), Learning to read in a digital world (pp. 91-120). John Benjamins.
  • Schneps, M. (2015). Using technology to break the speed barrier of reading. Disponible en
  • Shatunova, O., Bozhkova, G., Tarman, B., & Shastina, E. (2021). Transforming the Reading Preferences of Today’s Youth in the Digital Age: Intercultural Dialog. Journal of Ethnic and Cultural Studies, 8(3), 62-73.
  • Sidi, Y., Ophir, Y., & Ackerman, R. (2016). Generalizing screen inferiority – does the medium, creen versus paper, affect performance even with brief tasks? Metacognition and Learning, 11(1), 15- 33.
  • Solak, E., & Altay, F. (2014). The reading strategies used by prospective english teachers in turkish ELT context. International Online Journal of Education and Teaching, 1(3), 78-89.
  • Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. En D.J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Handbook of metacognition in education, (pp. 85–106). Routledge