Más allá del reconocimiento de palabras
repensando la enseñanza de la lectura a través de la voz de los profesores
DOI:
https://doi.org/10.22633/rpge.v29iesp3.20696Palabras clave:
Enseñanza de la lectura, Educación, Inglés como lengua extranjera, Percepción del profesorResumen
Este estudio investiga las percepciones de los profesores sobre el enfoque basado en habilidades para la enseñanza de la lectura, centrándose en la fonética, la gramática y el reconocimiento de palabras. Aunque este método favorece la pronunciación y el desarrollo de la alfabetización básica, los resultados sugieren que una dependencia excesiva del mismo puede limitar la comprensión lectora de los alumnos y fomentar hábitos de aprendizaje pasivo. Basándose en las respuestas de 52 profesores a una encuesta, el estudio identificó un cambio creciente, especialmente entre los educadores noveles y aquellos con formación formal, hacia la incorporación de estrategias centradas en la comprensión. Los resultados destacan la necesidad de un modelo de enseñanza más equilibrado que integre las habilidades fundamentales con enfoques orientados al significado para fortalecer tanto los resultados de alfabetización como las habilidades de pensamiento crítico de los alumnos.
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