Abstract

MALDONADO FUENTES, Ana Carolina; SANDOVAL RUBILAR, Pedro Rodrigo  and  RODRIGUEZ ALVEAL, Francisco Enrique. EVALUACIÓN DE COMPRENSIÓN LECTORA Y LIBRO ÁLBUM EN ESTUDIANTES DE FORMACIÓN INICIAL DOCENTE. Rev. Esc. Cienc. Educ. [online]. 2018, vol.1, n.13, pp.65-84. ISSN 1851-6297.

The purpose of the present research is to evaluate the reading comprehension in students of initial teacher education, whose mastery is one of the key lessons learned in the Chilean school curriculum. Specifically, reading from verbal (monomodal) and verbal-iconic (multimodal) information is addressed in an album book, following the interactive reading model. In the framework of a quantitative design complemented by qualitative techniques, a pencil and paper instrument was applied to 46 pedagogy students of early childhood and primary education of a university in the south center of the Council of Rectors of Chile. The findings, in general, show lower results in the evaluated dimensions, whose differences are significant among the Initial Teacher Training groups. Likewise, there are discrepancies in the quality of arguments among students, which motivates us to reflect on how prepared future teachers are to teach reading comprehension in the context of multimodality. A review of training models in this area.

Keywords : Assessment for Learning; Initial Teacher Training; Reading Comprehension; Multimodal text; Picture Books.