Reading InterventionCorrelation Between Emotional Intelligence and Reading Competence in High School Students.

  1. Jiménez, Elena del Pilar 1
  2. Alarcón, Rafael 2
  3. de Vicente-Yague, María Isabel 3
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2018.10.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

En el presente trabajo se lleva a cabo un estudio en el que se aplica un programa de intervención lectora en alumnado de bachillerato durante dos cursos académicos, con el objetivo de evaluar su eficacia sobre la comprensión lectora y la inteligencia emocional. Han participado 521 estudiantes de bachillerato, de los cuales 244 son alumnos y 277 son alumnas. En el grupo intervenido (n=258) se explica la lectura mediante fichas, se eligen 30 lecturas juveniles al azar que son leídas en casa por los estudiantes, sin trabajar la competencia lectora ni la inteligencia emocional de forma específica, como tampoco el constructo de la motivación. En el grupo control (n=263) se siguen las directrices concretadas en el currículo vigente publicado por la Conserjería de Educación de la Junta de Andalucía. Los resultados muestra un aumento en comprensión lectora e inteligencia emocional en el grupo experimental tras la intervención. Apuntan a una relación directa entre hábitos lectores, competencia lectora e inteligencia emocional, de igual forma, los resultados en el grupo intervención son significativamente mejores que en el control, tanto en competencia como en inteligencia emocional.

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