Validation of the Questionnaire on Reading Preferences and Habits of Primary School Pupils at Risk of Social Exclusion

Abstract

Reading is usually related to culture since it is the main way by which knowledge is acquired [1]. It could be defined as a process of interaction between the reader and the book through the integration of new information, which is then decoded and transmitted orally or in writing. This multiple process allows for a series of feelings and expressions to develop, from which new constructions are created [2]. The act of reading brings great benefits at the academic and personal level, and it contributes to the enrichment and maturity of the person [3,4]. Mata-Anaya [5] considers that literature offers a profound vision of life, helps to manage emotions, can be a means to obtain answers to problems, helps one to know oneself and the world in general, enriches thinking and develops imagination and creativity, among many other benefits. Guadamuz-Villalobos [6] argues that reading is an activity that gives meaning to reality and that helps to transmit culture and knowledge. Reading not only provides an intellectual interpretation of a text, but it also, on many occasions, brings feelings and emotions to the surface. On the other hand, quality education has its foundations in the good development of reading skills since they are fundamental to facing the knowledge society in which we find ourselves [7,8]. Sánchez-García [9] agrees that the benefits of reading go beyond the school environment, as reading favours social integration and the integral education of the individual.