Las prácticas lectoras digitales se configuran como actividades socioculturales complejas tanto en el ámbito académico como en el personal. Reducirlas a un dualismo entre papel y pantallas constituye una simplificación que no refleja esta complejidad. Esta investigación se centra en el estudio de los soportes utilizados por futuros maestros (n=487) en sus prácticas lectoras orientadas al aprendizaje. Sus objetivos son, por un lado, analizar las prácticas de lectura digital académica declaradas del alumnado de un grado de Educación Infantil según sus preferencias por la lectura en papel y en pantallas. Por el otro, identificar los perfiles lectores de dicho alumnado en función de sus preferencias de soporte al realizar actividades académicas. La metodología aplicada es cuantitativa con un enfoque descriptivo, transversal y correlacional. Se administró un cuestionario validado para identificar las prácticas de lectura digital estructurado en tres dimensiones: 1) Textos, soportes y herramientas; 2) Actividades; y 3) Creencias. El análisis de las prácticas lectoras y la identificación de posibles diferencias significativas se llevó a cabo mediante un ANOVA unifactorial con el programa SPSS V26. La identificación de los perfiles lectores se realizó a través de un análisis multivariante con una prueba de clasificación automática con variable criterio, utilizando el programa SPAD 5.6.0. Los resultados hallados ponen de manifiesto una coexistencia entre el papel y las pantallas con una preferencia predominante por la lectura analógica en este grupo de estudiantes.
Reading is one of the activities most chosen by grandparents and grandchildren during their shared leisure time. It is chosen freely, pleasurably and voluntarily, and one of the main reasons for this practice is the transmission of knowledge. This study aimed to analyse reading as a cultural leisure activity shared by grandparents and grandchildren, its motivations, and its link to the expectations of grandparents and grandchildren. An ad hoc questionnaire was administered to 1.063 grandchildren and 357 of their grandparents, and descriptive and inferential analyses of the data were carried out. The results indicate that the main reason for sharing reading time is the transmission of knowledge from grandparents to grandchildren, thus confirming reading's role as an intergenerational teaching tool. The data show that reading is one of the most popular activities for future leisure time, indicating its high intergenerational value. These findings suggest that reading is not only a recreational activity but also provides significant personal development benefits.
This study analyses the factors that contribute to the mastery of legal vocabulary among 850 university students from five Spanish-speaking countries. The central idea is straightforward: to understand the legal system, you need to master its vocabulary, and this skill depends on certain factors that need to be analysed. The results reveal that legal lexical competence is generally moderate to low (M = 4.92/10) and that significant disparities exist depending on the field of study. Those studying law, economics, and humanities achieve the highest scores, while those in social sciences, health sciences, arts, and vocational training lag clearly behind by more than two points. Age emerges as an independent positive predictor, suggesting that exposure to legal situations over time improves vocabulary mastery. There is also a significant gender effect, with men achieving better results, although the exact cause is unknown. In contrast, neither country of origin nor level of education have an influence when controlling for other variables, as confirmed by the multilevel model, whose ICC is practically zero. The study concludes that legal lexical competence requires explicit curricular interventions and cannot be left to chance in education
Digital reading practices are complex sociocultural activities that transcend the dichotomy between paper and screen. This study analyses how future teachers shape their academic reading practices based on their media preferences. The objectives are, on the one hand, to analyse the academic digital reading practices reported by students in an Early Childhood Education degree programme according to their media preferences (paper/screen). On the other hand, to identify the reading profiles of students based on these preferences when performing academic activities. A quantitative study of an exploratory, descriptive and correlational cross-sectional nature was developed, based on the application of a validated questionnaire (alpha=0.831) to anon-probabilistic sample of 487 participants (95% confidence level and 3% margin of error). The statistical analysis combined ANOVA tests to identify significant differences between groups and a multivariate automatic classification analysis to establish reader profiles according to media preference. The results show a majority preference for paper, coexisting with functional uses of screens. Hybrid and situated practices are identified, in which the medium is strategically adjusted to the task and context. These findings provide evidence of the need to train future teachers in flexible reading strategies that critically integrate both media.
This research examined the textual organisation skills of Spanish-speaking students in Years 3, 5 and 6 of primary education during oral reading. It focused on studying how readers use lexical stress to group function and content words into rhythmic-stress units. Acoustic parameters, both segmental and suprasegmental, were compared between unstressed vowels in function words and stressed vowels in content words when reading a narrative text. A sample of 90 native speakers of Rioplatense were used in the study. The results showed that students exhibited increasing phonetic differentiation between function and content words as they progressed through school levels, indicating progress in the acquisition of rhythmic-stress organisation in reading. Further studies are needed to validate these findings in other settings. Nevertheless, our observations reflect a progressive development in the ability to integrate words into coherent prosodic units, leading to more fluent and expressive reading. Furthermore, the phono-syntactic unit 'rhythmic group' may demonstrate automaticity that extends beyond individual words and the textual organisation skills of readers, with implications for the education, teaching and clinical aspects of written language acquisition.
