Strategic Awareness and Self-Regulated Reading: A Pending Challenge in Initial Teacher Education
Keywords:
Formación inicial docente, comprensión lectora, estrategias de lectura, autorregulación, motivación lectoraAbstract
The article reflects on strategic awareness and self-regulated reading in Initial Teacher Education, drawing on theoretical contributions and focus-group discussions with pre-service teachers from a university in southern Chile. It argues that, although future teachers recognize the importance of reading comprehension and display critical awareness of the social, cultural, and motivational factors that influence it, they show limited explicit and conscious use of reading comprehension strategies. The paper problematizes this gap and links it both to outdated conceptions of reading inherited from schooling and to readers’ attitudes and motivation. Finally, it proposes self-regulated reading as an integrative framework that brings together strategies, metacognition, and motivation, and suggests that its development should not be understood solely as an individual responsibility, but also as an institutional and cultural challenge for universities.
Downloads
References
Camats, R. (2012). Festina Lente. Conferencia-ensayo inaugural del Congreso de salud mental: "La impulsividad en relación con el consumo de drogas". En Celma, J. & Abella F. (eds.). Neuropsicología de la impulsividad. Edicions de la Universitat de Lleida.
Cassany, D. (2006). Tras las líneas. Sobre la lectura contemporánea. Anagrama.
Colomer, T. & Camps, A. (1996). Enseñar a leer, enseñar a comprender. Celeste Ediciones.
Comellas, M. (2000). La formación competencial del profesorado: formación continuada y nuevos retos organizativos. Educar, 27, 87-101.
Díaz, M.; Echegoyen, Y. & Martín, A. (2023). Antes de enseñar a leer: metacognición lectora y formación de docentes. Cadernos de Pesquisa, 53, 1-18.
Iglesias, G. (2008). Estrategias para la enseñanza de la comprensión lectora. Contextos, estudios de humanidades y ciencias sociales, 20, 175-188.
Maldonado, A.; Sandoval, P. & Rodríguez, F. (2012). Comprensión lectora en la formación inicial docente: estudiantes de educación general básica en una universidad del Consejo de Rectores. Folios, 35, 33-47.
Martínez, M. C. (2002). Estrategias de lectura y escritura de textos. Perspectivas teóricas y talleres. Universidad del Valle.
Massey, D. Self-Regulated Comprehension. En Israel, S. & Duffy, G. (eds.) (2011). Handbook of Research on Reading Comprehension. Routledge.
McKenna, M. & Kear, D. (1990). Measuring Attitude toward Reading: A New Tool for Teachers. The Reading Teacher, 43(9), 626-639.
Narvaja, E.; Di Stefano, M., y C. Pereira (2003). La lectura y la escritura en la universidad. Eudeba.
Orellana, P.; Silva, M. & Iglesias, V. (2024). Students' Reading Comprehension Level and Reading Demands in Teacher Education Programs: The Elephant in the Room? Frontiers in Psychology.
Velásquez, M; Cornejo, C.; Roco, A. (2008). Evaluación de la competencia lectora en estudiantes de primer año de carreras del área humanista y carreras del área de la salud en tres universidades del Consejo de rectores. Estudios Pedagógicos, XXXIV(1), 123-128.
Vergara, D; Strasser, K. & del Río, M. F. (2016). Más que palabras por minuto: las otras habilidades que afectan la comprensión en 1° básico. Calidad en la Educación, 44, 46-67.
Villalobos, S. . "Una vida y una obra". En Barros Arana, D. (1999). Historia General de Chile. Editorial Universitaria.
Solé, I. (1992). Estrategias de lectura. Editorial Graó.
Stoeckel, T. Reagan, N & Hann, F. (2012). Extensive Reading Quizzes and Reading Attitudes. Tesol Quarterly, 46(1), 187-198.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Diego Pérez Hernández
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Policies for open access journals
Authors who publish here accept the following terms: Authors will keep their copyright and will guarantee the journal the right to the first publication of their work, which will be subject to the Licence of Creative Commons acknowledgement, which allows for the use of this material only if the authorship is credited and the original source is acknowledged (the journal’s URL), and if it is not used with commercial ends and with any derivations of the original work.
Authors may adopt other non-exclusive license agreements of distribution of the published version (e.g. to save it onto a digital institutional archive or publish it in a monographic volume) only if the initial publication of this journal is indicated.
It is permitted and recommended for authors to divulge their work on the Internet (e.g. institutional digital archives or webpage) before and during the submission process, which may lead to interesting exchanges and increase the citations of the publication. (See Open Access Effect).
