EDUCATIONAL PSYCHOLOGY: DIFFERENT APPROACHES TO LITERACY AND READING COMPREHENSION IN CURRENT PUBLICATIONS

Abstract

The aim was identify approaches on literacy and reading comprehension analyzing differences and explicit similarities in publications in this epistemic area. There were selected 12 recent papers belonging to the Spanish journal “Psicología Educativa”, the most impacting in the area in Spanish context. The results showed predominance of studies on indicators of reading comprehension and quantitative studies with questionnaires applied to primary and secondary school children. The corpus analyzed had predilection for structured and orthodox research studies, with quantitative data analysis and the use of standardized instruments dismissing the idea of comprehension as a situated construction.