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

Références bibliographiques

• 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. https://doi.org/10.5209/rced.60082
• 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. https://doi.org/10.1111/1467-9817.12269
• Cordón, J. (2016). La lectura en el entorno digital: nuevas materialidades y prácticas discursivas. Revista chilena de literatura, 94, 15-38. https://doi.org/10.4067/S0718-22952016000300002
• 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. https://doi.org/10.1016/j.edurev.2018.09.003
• 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. https://doi.org/ 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. https://doi.org/10.1787/9789264112995-5-en
• 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. https://doi.org/10.1108/10748120110424816
• 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 https://www.scientificamerican.com/article/using-technology-to-break-the-speed-barrier-ofreading
• 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. http://dx.doi.org/10.29333/ejecs/347
• 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. http://dx.doi.org/10.1007/s11409-015-9150-6
• 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