https://hdl.handle.net/10481/60365 2026-04-27T15:03:52Z https://hdl.handle.net/10481/60467 La lectura dialógica como medio para la mejora de la comprensión lectora Gutiérrez Fresneda, Raúl In our society, written communication has a special significance, being an essential reading for access to information and for school success. Children acquire learning to read from the earliest ages from the relationship with the people around them. Dialogic learning is in the context of theories that emphasize interaction and dialogue as sources of learning so that the meaning, understanding and learning are enhanced through interactions that are established through a text. The purpose of this study was to analyze whether through learning programs that integrate dialogic reading along with the usual practices focused on teaching reading improved reading skills are acquired. A quasi-experimental comparison group design with pretest and posttest measures was used. In the study 120 students participated aged between 8 and 9 years. The results weigh the potential value of the program and support the development of teaching models that integrate dialogic reading practices in classroom dynamics as it facilitates the learning of reading comprehension. https://hdl.handle.net/10481/60466 Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales Vicente-Yagüe Jara, María Isabel de The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods. Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom. From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom. https://hdl.handle.net/10481/60463 Mejora de la lectura en 2º de Primaria mediante un programa de tutoría entre iguales Ripoll Salceda, Juan Cruz; Bravo Iriso, Celia; Irurzun Peruchena, Mikel; Pérez Pérez, Encarna; Zuazu Martínez, Ana Begoña Peer tutoring has proven to be an effective method for teaching reading. In this experiment 106 2nd grade students received nine sessions of the LEO-PAR-D peer tutoring program. Participants performed reciprocal tutoring, supervising partner reading, asking questions and giving points for reading or responding correctly. In addition, they made predictions and answared to questions about the texts. The reading level was assessed before and after intervention with the tests ACL-2, TECLE and PEES. In all three cases there was a significant improvement. The effect size was small for reading comprehension and moderate for reading efficiency. The results of this experiment indicate that the LEO-PAR-D program could be useful in improving some aspects of reading, therefore, further investigation is warranted to evaluate the program effectiveness with a stronger design. https://hdl.handle.net/10481/60461 Promover la lectura de obras teatrales a través del blog docente Teatro en red Blanco Martínez, Alfredo Nowadays, schools have a project for young people to acquire a taste and a habit of reading. However, it is also necessary that the educational community is configured as an important piece of the network of reading. For this reason, it is essential to show young people a variety of literature texts to learn and appreciate all literary genres. Probably, the play is the least consumed by teenagers, because they associate that kind of text to the theatrical production, and also, they omit the pleasure of reading it. In this sense, it is important that teachers, professionals and families promote reading plays. In this paper, we examine and describe the project Teatro en red from the perspective of its founders. The teacher blog has the aim to disseminate contemporary theatre and, at the same time, it expects to bring young people to the dramatic world from different perspectives. Specifically, we will focus on promoting reading and we will make a special emphasis on educational and cultural strategies pursued by the blog. In this case, we have used a qualitative methodology to make, on the one hand, a holistic understanding of the subject matter and, secondly, to respond to objectives of the study. With respect to the techniques of data collection, we have used the interview to reveal the voices of two teachers and, also, we have utilised the document analysis to know in depth the blog. For analysis of the data collected, we have started a systematic approach and, also, we have used a process of encoding to set the dimensions and categories that illustrate the work of teachers. In conclusion, we will discover that the blog is a social tool accessible to tell stories and, also, to form a reader taste in theatre between young people. https://hdl.handle.net/10481/60460 Cambiemos la historia. Una creación hipertextual basada en las TIC Marco Martínez, María; Bañón Olivares, Darío The historical chronology shows a narrow intertextual link between literature and music, present in various cultural and artistic contexts. It is essential, therefore, employment and use of educational skills as the main approach to promoting reading habit among students. Through to ICT and the area of Arts Education can develop an active methodology where standards and focused on the understanding and the promotion of reading fiction in the area of Spanish Language and Literature contents are worked, thus promoting creativity and autonomy in students through meaningful learning that contributes to the development of the learners. The draft is based on a teaching experience of hypertext creation aimed at students in 5th year of Primary Education (2nd Tranche), where classical literature (folktales) merges with the ternary musical form (ABA), the point starting from a narrative and musical invention which is reflected in ICT tools through different program used for editing and mounting. This is intended also to demonstrate the similarity between the structure and organization which keep the literary and musical patterns.