Lectura y educación en España: análisis longitudinal de las leyes educativas generales

Elena Jiménez Pérez


Reading has emerged as one of the fundamental pillars of education in recent years, gaining a notorious relevance in consideration with other materials. Thus, the reading habit or reading skills are two of the most studied in recent decades and its social projection elements inevitably passes through the general education laws.
In the present study, a comparative analysis of all the laws that emerged in Spain in the era of democracy, a spectrum that occupies nearly fifty years of history of the country, intending to trace how it is treated is made the subject of reading, reading habits and reading skills from the legal basis of education.
For this purpose, a thorough search of the most important to narrow that field and tracking the results in terms of appointments to the chosen terms are analyzed keywords is performed. The findings are compelling because, for example, the keyword "read" not even once appear in any of the texts consulted, nor the term "reading literacy" that although it is more
recent, and it was used from the 2000, so that from 2002 to LOCE (although not enter into force because it was not his approach and results evaluated) and the following laws could have been raised. Perhaps if the legal basis from which the rights and duties of society are consolidated argument fails on the field of reading is normal, systematically, the Spanish students rate below average in international tests PISA and PIRLS.

Texto completo:



Cain, K., Oakhill, J. (2014). Reading comprehension and vocabulary: is vocabulary more important for some aspects of comprehension? L´année psycologique/Topics in Cognitive Psycology, 114, 647-662.

Dezcallar, T.; Clariana, M.; Cladelles, R. Badia, M. y Gotzens, C. (2014). La lectura por placer: su incidencia en el rendimiento académico, las horas de televisión y las horas de videojuegos. Ocnos, 12, 107-116.

Diez, A. García, A. (2015). La evaluación de la competencia lectora. Lenguaje y textos, 41, 35-44.

Eco, U. (2010). Nadie acabará con los libros. Barcelona: RHM.

Edwards, P. A., Turner, J. D. (2011). Family Literacy and Reading Comprehension en Felipe, A., Barrios, E. (2015). Prospective teachers’ reading competence: perceptions and performance in a reading test. 15th International Conference SEDLL, Valencia, 87-93.

Froilan, J. M., Oros, E. (2013). Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement, Educational Psychology, 34, 119-132.

García-Delgado, B. (2016). Análisis de las noticias en Portugal: Jornal de noticias 2012. ISL, 6, 7-24.

García-Llamas, J. L. y Quintanal, J. (2014). El desarrollo lector y su relación con la mejora de las competencias básicas. Ocnos, 11, 71-91.

Israel, S. E, Duffy, G. G. (edits.) Handbook of Research on Reading Comprehension, London, UK: Routledge, 622-641.

Jiménez-Pérez, E. (2014). Comprensión lectora Vs competencia lectora: qué son y qué relación existe entre ellas. ISL, 1, 65-74.

Krüger, N., Formichella, M. M. (2015). Más allá de los logros cognitivos: la actitud hacia la escuela y sus determinantes en España según PISA 2008. Revista de Educación, 367, 10-35.

Milliner, B., Cote, T. (2015). One year of extensive reading on mobile devices: engagement and impressions. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, 404-409.

Ortega, F. J. (2015). La importancia de la lectura y las tecnologías en el aprendizaje del español para inmigrantes. ISL, 3, 123-133.

Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., Fall, A. M. (2015).

Improving reading comprehension and social studies knowledge among middle school students with disabilities. SAGE, 1-17.

VV.AA. (1970). LGE, BOE 187, 12525-12546.

VV.AA. (1980). LOECE, BOE 154, 14633-14636.

VV.AA. (1985). LODE, BOE 159, 21015-21022.

VV.AA. (1990). LOGSE, BOE 238, 28927-28942.

VV.AA. (1995). LOPEG, BOE 278, 33651-33665.

VV.AA. (2002). LOCE, BOE 307, 45188-45220.

VV.AA. (2006). LOE, BOE 106, 1-107.

VV.AA. (2013). LOMCE, BOE 295, 97858-97921.

Enlaces refback

  • No hay ningún enlace refback.

Copyright (c) 2017 Investigaciones Sobre Lectura


Además, está indexada en los catálogos UBUCAT (Universidad de Burgos), Universidad Nebrija, Universidad de La Rioja, CRAI (Universidad Pablo de Olavide), Universitat de Barcelona, Universidad de Navarra, Linceo+ (UNED), Universitat de Girona, AlcorZe (Universidad de Zaragoza), Universidad Autónoma de Madrid, Universidad de Alicante, y Universidad de Granada

Investigaciones sobre Lectura (ISL)

ISSN 2340-8685

URL: http://comprensionlectora.es/revistaisl/index.php/revistaISL/index

Información de contacto: isl@comprensionlectora.es