Influence of the application of a reading plan on motivation, emotional intelligence, fluency and reading comprehension in Spanish primary school students

José-Antonio Marín-Marín; Jesús López Belmonte; Georgios Lampropoulos; Antonio-José Moreno-Guerrero

doi:10.1590/1983-3652.2023.41548

Autores

José-Antonio Marín-Marín Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Escolar, Granada, España
Jesús López Belmonte Universidad de Granada. Facultad de Educación, Economía y Tecnología. Departamento de Didáctica y Organización Escolar, Ceuta, España https://orcid.org/0000-0003-0823-3370
Georgios Lampropoulos International Hellenic University, Department of Information and Electronic Engineering, Thessaloniki, Greece https://orcid.org/0000-0002-5719-2125
Antonio-José Moreno-Guerrero Universidad de Granada. Facultad de Educación, Economía y Tecnología. Departamento de Didáctica y Organización Escolar, Ceuta, España https://orcid.org/0000-0003-3191-2048

DOI:

https://doi.org/10.1590/1983-3652.2023.41548

Palavras-chave:

Compreensão de leitura, Fluência de leitura, Motivação, Inteligencia emocional

Resumo

A leitura se posiciona como uma habilidade importante no cotidiano das pessoas. Por isso, trabalha-se e dedica-se tempo ao seu desenvolvimento nos centros educativos através de propostas didáticas que constam do Plano de Leitura. Esta pesquisa se concentra em conhecer o impacto do Plano de Leitura em várias dimensões, como motivação, inteligência emocional, fluência e compreensão de leitura em alunos do ensino fundamental de diferentes centros educacionais na Espanha. Para isso, seguiu-se uma metodologia quantitativa com um desenho pré-pós quase-experimental com um grupo controle e um experimental. Participaram do estudo 331 alunos matriculados entre o 5º e o 6º ano da referida etapa de ensino. Os dados foram recolhidos através de vários instrumentos validados (Questionário de Estratégias Motivadas para a Aprendizagem, Inventário de Inteligência Emocional BarOn e o EMLE-TALE 2000) para os objetivos perseguidos. Após a análise estatística, os resultados obtidos revelam como o aumento da inteligência emocional no grupo experimental melhorou a motivação dos alunos, tanto intrínseca quanto extrinsecamente, e isso favoreceu a aquisição de maior fluência e compreensão de leitura em relação ao grupo controle. Conclui-se que motivação, inteligência emocional, fluência e compreensão de leitura são maiores no grupo experimental do que aquelas alcançadas pelos alunos do grupo controle. Isso mostra que o Plano de Leitura desenvolvido pelo grupo experimental tem um impacto positivo na melhora dessas dimensões nos alunos.

Biografia do Autor

Jesús López Belmonte, Universidad de Granada. Facultad de Educación, Economía y Tecnología. Departamento de Didáctica y Organización Escolar, Ceuta, España

Doctor en ciencias de la Educación

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