La competencia lectora del alumnado universitario en contexto AICLE

  1. José Manuel Foncubierta 1
  2. Francisco Herrero Machancoses 2
  3. M. Carmen Fonseca-Mora 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  2. 2 Fundación Andaluza Beturia para la Investigación en Salud (FABIS)
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2018

Título del ejemplar: Adressing bilingualism in Higher Education: policies and implementation issues

Número: 3

Páginas: 75-88

Tipo: Artículo

DOI: 10.30827/DIGIBUG.54302 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

La competencia lectora en lengua extranjera del alumnado en contexto AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) constituye una de las destrezas cruciales para aprehender el contenido. El objetivo fundamental de este artículo es el análisis de la fluidez lectora silenciosa para reconocer el comportamiento de la competencia lectora del alumnado universitario. Para ello, se han recogido datos mediante pruebas de segmentación de palabras en lengua materna y en lengua extranjera, así como datos de una prueba que diagnostica su nivel de comprensión lectora en lengua extranjera. Los principales resultados muestran el bajo nivel de competencia lectora del alumnado y plantea la utilidad de realizar mediciones de lectura silenciosa para diagnosticar sus dificultades lectoras.

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Información de financiación

Este estudio ha sido financiado por el Ministerio de de Economía y Competitividad de España a través del proyecto I+D+i «Aptitud musical, fluidez lectora y percepción intercultural de estudiantes universitarios europeos» Referencia: FFI2016-75452-R 1.

Financiadores

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Fuente de los datos: Dialnet