Факултет педагошких наука

ФАКУЛТЕТ ПЕДАГОШКИХ НАУКА УНИВЕРЗИТЕТА У КРАГУЈЕВЦУ, ЈАГОДИНА Милана Мијалковића 14, 35000 Јагодина, Тел/Факс: +381 (0)35 8223-805, Тел: +381 (0)35 8222-262


Download full text in PDF


María R. Ramírez-Avila

DOI: 10.46793/pctja.19.362RA
UDK: 371.124:811.111]:371.26


A faculty complained that students were not reading as expected to in order to participate in class and to complete their assignments. Master’s candidates argued that there was too much content to read. Participants were in-service teachers of a master program for English teachers at a private university. The intervention included asking the faculty to choose the core topics to be read, analyzed, and discussed in class. This is a descriptive study with analysis of quantitative and qualitative data. This study explored to what extent the faculty included reading strategies in class as well as students’ perspectives of in-class-reading for different purposes. Data were obtained from the syllabus, and from surveys given to students. Findings reported an increase in reading strategies in class, students evaluated teachers better, and there was a change in their perspectives towards reading. The implications of this study favour supporting students’ understandings of academic concepts and raising their motivations through in-class-reading.

Keywords: in-service teachers, academic reading, reading strategies, graduate program.


Alismail, H. A. & McGuire, P. (2015). 21st Century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150‒154.

Briones Huayamabe, Mariuxi, & Author (2011). Using Instructional Coaching to implement five reading strategies in two high schools. [Usando Capacitación Instruccional para implementar cinco estrategias de lectura en dos colegios.] (Master’s thesis). Guayaquil: Universidad Casa Grande.

Carlino, P. (2006). Ayudar a leer en los primeros años de universidad o de cómo convertir una asignatura en “materia de cabecera” [Helping first semester university students in reading or how to make a subject in the main one]. Educación en Ciencias, 1‒12.

Carlino, P. (2009). Formación de docentes, concepciones y prácticas de lectura y escritura. Una revisión crítica de bibliografía [Training teachers, conceptions, and reading and writing practices. A critical revision of the bibliography]. I Congreso Internacional de Investigación y Práctica Profesional en Psicología, XVI Jornadas de Investigación en Psicología y Quinto Encuentro de investigadores en Psicología del Mercosur “Psicología y Sociedad Contemporánea: Cambios Culturales”. Facultad de Psicología de la Universidad de Buenos Aires, Buenos Aires.

Consejo de Educación Superior (2015). Estatutos del Régimen Académico [Academic regulation papers]. Retrieved from http://www.ces.gob.ec/images/doc/Estatutos/Estatutos_de_Aprobaci%C3%B3n/Regimen_acad%C3%A9 mico_Aprobado.pdf

Cornejo, J., Roble, M., Barrero, C., & Martín, A. (2012). Hábitos de lectura en alumnos universitarios de carreras de ciencia y de tecnología. [Reading Habits of university students in science and technology schools]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 9(1), 155‒163.

Horbec, D. (2012). The link between reading and academic success. English in Australia, 47(2), 58‒67.

Horning, A. S. (2007, May 14). Reading across the curriculum as the key to student success. Across the Disciplines, 4, 1‒17.

Instituto Nacional de Estadísticas y Censos (2012). Hábitos de Lectura en Ecuador [Reading Habits in Ecuador]. Retrieved from http://www.celibro.org.ec/web/img/cms/ESTUDIO%20HABITOS%20DE%20LECTURA%20INEC.pdf

Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. (2016). Logros de Aprendizaje. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura y la Oficina Regional de Educación para América Latina y el Caribe [Learning achievements. United Nations Organization for the Education, Science and Culture in collaboration with the Regional Office of Education for Latin-American and the Caribbean]. Retrieved from http://unesdoc.unesco.org/images/0024/002435/243532S.pdf

Márquez, C. & Prat, A. (2005). Leer en clase de ciencias [Reading in Science classes]. Enseñanza de las Ciencias, 23(3), 431‒440.

McLoughlin, C. & Lee, M. (2008). The three p’s of pedagogy for the networked society: personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10‒27.

Ministerio de Educación (2017). Gobierno Nacional presenta la campaña de incentivo a la lectura “YO LEO” [National government launches the campaign to promote reading “I Read”]. Retrieved from https://educacion.gob.ec/gobierno-nacional-presento-la-campana-de-incentivo-a-la-lectura-yo-leo/

Oriogu, C. D., Subair, R. E., Oriogu-Ogbuiyi, D. & Ogbuiyi, S. U. (2017). Effect of reading habits on the academic performance of students: A case study of the students of Afe Babalola University, Ado-Ekiti, Ekiti State. Teacher Education and Curriculum Studies, 2(5), 74‒80.

Scott, C. (2015). The Futures of Learning 2: What kind of learning for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 14]. Retrieved from http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

UNESCO (2014). Reading in the mobile era: A study of mobile reading in developing countries. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000227436.

Whitten, C., Labby, S. & Sullivan, S. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary graduate research, 2(4), 48‒64.