Construcción y validación de una medida observacional de aula para evaluar el ambiente motivador de la literacidad
Resumen
La investigación demuestra cuán temprano los niños construyen conocimientos específicos sobre la cultura escrita, a través de interacciones formales e informales. Ello contrasta con la escasez de conocimiento acumulado sobre los componentes afectivo-motivacionales asociados al proceso de construcción de la literacidad. El propósito de este artículo es presentar el proceso de construcción y validación de una escala para medir el Ambiente Motivador de la Literacidad en el aula (AML). La AML consiste en una grilla de observación directa, por parte de un investigador debidamente entrenado. La observación se complementa con información recogida desde el reporte de la educadora respecto a aspectos no observables directamente (p. ej. planificaciones de clase). Los resultados muestran que estamos frente a una medida válida y confiable. Se espera que este instrumento, concebido a partir de la teoría de la autodeterminación, sea de utilidad tanto a investigadores como educadores, permitiendo no solo ampliar el conocimiento sobre la psicogénesis de la motivación por la lectura, sino también iniciativas pedagógicas de carácter preventivo en donde la motivación temprana por la lectura pueda convertirse en un factor protector contra la desmotivación por la lectura.
Citas
Altun, D. (2019). Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study. Early Childhood Education Journal, 47(4), 427-443. https://doi.org/10.1007/s10643-019-00939-3
Altun, D., Tantekin Erden, F., & Hartman, D. K. (2021). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01177-2
Aunola, K., Viljaranta, J., Lehtinen, E., & Nurmi, J.-E. (2013). The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation. Learning and Individual Differences, 25, 171-177. https://doi.org/10.1016/j.lindif.2013.02.002
Bandalos, D. L., & Finney, S., J. (2010). Factor Analysis: Exploratory and Confirmatory. In G. R. Hancock, R. O. Mueller, & L. M. Stapleton (Eds.), The reviewer's guide to quantitative methods in the social sciences (pp. 93-114). Routledge.
Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children's oral language skills. Infant and Child Development, 26(5), e2020.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U., & Morris, P. (2007). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1, pp. 793-827). Wiley & Sons.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
Cárdenas, K., Moreno-Núñez, A., & Miranda-Zapata, E. (2020). Shared Book-Reading in Early Childhood Education: Teachers’ Mediation in Children’s Communicative Development. Frontiers in Psychology, 11(2030). https://doi.org/10.3389/fpsyg.2020.02030
Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150-161. https://doi.org/10.1111/1467-9817.12255
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271
Clay, M. (2000). Concepts about print: What have children learned about the way we print language? Heinemann.
Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164.
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Espinoza, A. M., & Strasser, K. (2020). Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile. Social Psychology of Education, 23(4), 861-890. https://doi.org/10.1007/s11218-020-09571-1
Espinoza, V., & Rosas, R. (2019). Diferencias iniciales en el proceso de acceso al lenguaje escrito según nivel socioeconómico. Perspectiva Educacional, 58(3), 23-45. https://doi.org/10.4151/07189729-Vol.58-Iss.3-Art.955
Ferreiro, E. (1991). Desarrollo de la alfabetización: Psicogénesis. In Y. Goodman (Ed.), Los niños construyen su lectoescritura. Un enfoque piagetiano. Aique.
Förster, C., & Rojas-Barahona, C. (2014). Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Niños preescolares vulnerables de sectores rurales: importancia de las prácticas del hogar y la asistencia a jardín infantil en el desarrollo de habilidades de alfabetización temprana. Culture and Education, 26(3), 476-504. https://doi.org/10.1080/11356405.2014.973668
Grolig, L. (2020). Shared Storybook Reading and Oral Language Development: A Bioecological Perspective [Review]. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01818
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing, 32(4), 1061-1084. https://doi.org/https://doi.org/10.1007/s11145-018-9901-2
Guay, F. (2021). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75-92. https://doi.org/10.1177/08295735211055355
Guay, F., Lessard, V., & Dubois, P. (2016). How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory (pp. 83-106). Springer Singapore. https://doi.org/10.1007/978-981-287-630-0_5
Harms, T., Clifford, R. M., & Cryer, D. (1998). Early childhood environment rating scale. ERIC.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic journal of business research methods, 6(1), pp53‑60-pp53‑60. https://academic-publishing.org/index.php/ejbrm/article/view/1224/1187
Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hume, L. E., Lonigan, C. J., & McQueen, J. D. (2015). Children's literacy interest and its relation to parents’ literacy‐promoting practices. Journal of Research in Reading, 38(2), 172-193. https://doi.org/10.1111/j.1467-9817.2012.01548.x
Jaeger, E. L. (2017). Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development [Article]. Human Development (0018716X), 59(4), 163-187. https://doi.org/10.1159/000448743
Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care. Early Education and Development, 25(4), 553-572. https://doi.org/10.1080/10409289.2013.822239
Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and Individual Differences, 96, 102158. https://doi.org/https://doi.org/10.1016/j.lindif.2022.102158
Koo, T. K., & Li, M. Y. (2016a). Cracking the code: providing insight into the fundamentals of research and evidence-based practice a guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163.
Koo, T. K., & Li, M. Y. (2016b). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. https://doi.org/10.1016/j.jcm.2016.02.012
Liljequist, D., Elfving, B., & Skavberg Roaldsen, K. (2019). Intraclass correlation–A discussion and demonstration of basic features. PloS one, 14(7), e0219854. https://doi.org/10.1371/journal.pone.0219854
LoCasale-Crouch, J., Vitiello, G., Hasbrouck, S., Aguayo, Y. C., Schodt, S. C., Hamre, B., Kraft-Sayre, M. E., Melo, C., Pianta, R., & Romo, F. (2016). Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño. Pensamiento Educativo, Revista de Investigación Educacional Latinoamericana (PEL), 53(1), 1-14. https://doi.org/10.7764/PEL.53.1.2016.6
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14(3), 303-323. https://doi.org/10.1006/drev.1994.1011
Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and my reading profile. The reading teacher, 69(1), 51-62. https://doi.org/10.1002/trtr.1362
Mata, L. (2011). Motivation for Reading and Writing in Kindergarten Children. Reading Psychology, 32(3), 272-299. https://doi.org/10.1080/02702711.2010.545268
Miettinen, R., & Paavola, S. (2018). Beyond the distinction between tool and sign: Objects and artefacts in human activity. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (pp. 148-162). Cambridge University Press.
MINEDUC. (2018). Bases Curriculares de la Educación Parvularia. Ministerio de Educación. https://parvularia.mineduc.cl/wp-content/uploads/2019/09/Bases_Curriculares_Ed_Parvularia_2018-1.pdf
Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological bulletin, 137(2), 267-296. https://doi.org/10.1037/a0021890
Nevo, E., Vaknin-Nusbaum, V., & Gambrell, L. (2019). Reading Motivation in Kindergartners and 1st-Graders. Journal of Research in Childhood Education, 33(4), 610-622. https://doi.org/10.1080/02568543.2019.1647316
Ortiz, C., Stowe, R. M., & Arnold, D. H. (2001). Parental influence on child interest in shared picture book reading. Early Childhood Research Quarterly, 16(2), 263-281. https://doi.org/10.1016/S0885-2006(01)00101-6
Pasquali, L. (2007). The validity of the psychological tests: is it possible to find the way again? Psicologia: Teoria e Pesquisa, 23, 99-107. https://doi.org/10.1590/S0102-37722007000500019
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory. Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Şahin, M., & Aybek, E. (2019). Jamovi: an easy to use statistical software for the social scientists. International Journal of Assessment Tools in Education, 6(4), 670-692. https://doi.org/10.21449/ijate.661803
Sénéchal, M. (2015). Young children’s home literacy experiences. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 397-414). Oxford University Press.
Shanahan, T., & Lonigan, C. (2010). The National Early Literacy Panel A Summary of the Process and the Report. Educational researcher, 39(4), 279-285. https://doi.org/10.3102/0013189x10369172
Stipek, D. J., Feiler, R., Byler, P., Ryan, R., Milburn, S., & Salmon, J. M. (1998). Good beginnings: What difference does the program make in preparing young children for school? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 19(1), 41-66. https://doi.org/10.1016/S0193-3973(99)80027-6
Strasser, K., & Lissi, M. R. (2009). Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children. Scientific Studies of Reading, 13(2), 175-204. https://doi.org/10.1080/10888430902769525
Strasser, K., Vergara, D., & del Río, M. F. (2017). Contributions of print exposure to first and second grade oral language and reading in Chile. Journal of Research in Reading, 40, S87-S106. https://doi.org/10.1111/1467-9817.12086
van der Kaap-Deeder, J., Vansteenkiste, M., Soenens, B., Loeys, T., Mabbe, E., & Gargurevich, R. (2015). Autonomy-supportive parenting and autonomy-supportive sibling interactions: The role of mothers’ and siblings’ psychological need satisfaction. Personality and Social Psychology Bulletin, 41(11), 1590-1604. https://doi.org/10.1177/0146167215602225
Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30-49. https://doi.org/10.1080/00220973.2017.1381067
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children's literacy development. Reading Research Quarterly, 40(2), 204-233. https://doi.org/10.1598/RRQ.40.2.4
Whitehurst, G. J., & Lonigan, C. (1998). Child Development and Emergent literacy. Child development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Zheng, G., Schwanenflugel, P. J., & Rogers, S. M. (2016). Emergent motivation to read in prekindergarten children. Reading Psychology, 37(3), 392-423. https://doi.org/10.1080/02702711.2015.1057787
Altun, D., Tantekin Erden, F., & Hartman, D. K. (2021). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01177-2
Aunola, K., Viljaranta, J., Lehtinen, E., & Nurmi, J.-E. (2013). The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation. Learning and Individual Differences, 25, 171-177. https://doi.org/10.1016/j.lindif.2013.02.002
Bandalos, D. L., & Finney, S., J. (2010). Factor Analysis: Exploratory and Confirmatory. In G. R. Hancock, R. O. Mueller, & L. M. Stapleton (Eds.), The reviewer's guide to quantitative methods in the social sciences (pp. 93-114). Routledge.
Bingham, G. E., Jeon, H. J., Kwon, K. A., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children's oral language skills. Infant and Child Development, 26(5), e2020.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U., & Morris, P. (2007). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1, pp. 793-827). Wiley & Sons.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
Cárdenas, K., Moreno-Núñez, A., & Miranda-Zapata, E. (2020). Shared Book-Reading in Early Childhood Education: Teachers’ Mediation in Children’s Communicative Development. Frontiers in Psychology, 11(2030). https://doi.org/10.3389/fpsyg.2020.02030
Carroll, J. M., Holliman, A. J., Weir, F., & Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150-161. https://doi.org/10.1111/1467-9817.12255
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271
Clay, M. (2000). Concepts about print: What have children learned about the way we print language? Heinemann.
Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164.
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Espinoza, A. M., & Strasser, K. (2020). Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile. Social Psychology of Education, 23(4), 861-890. https://doi.org/10.1007/s11218-020-09571-1
Espinoza, V., & Rosas, R. (2019). Diferencias iniciales en el proceso de acceso al lenguaje escrito según nivel socioeconómico. Perspectiva Educacional, 58(3), 23-45. https://doi.org/10.4151/07189729-Vol.58-Iss.3-Art.955
Ferreiro, E. (1991). Desarrollo de la alfabetización: Psicogénesis. In Y. Goodman (Ed.), Los niños construyen su lectoescritura. Un enfoque piagetiano. Aique.
Förster, C., & Rojas-Barahona, C. (2014). Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Niños preescolares vulnerables de sectores rurales: importancia de las prácticas del hogar y la asistencia a jardín infantil en el desarrollo de habilidades de alfabetización temprana. Culture and Education, 26(3), 476-504. https://doi.org/10.1080/11356405.2014.973668
Grolig, L. (2020). Shared Storybook Reading and Oral Language Development: A Bioecological Perspective [Review]. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01818
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Reading and Writing, 32(4), 1061-1084. https://doi.org/https://doi.org/10.1007/s11145-018-9901-2
Guay, F. (2021). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75-92. https://doi.org/10.1177/08295735211055355
Guay, F., Lessard, V., & Dubois, P. (2016). How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory (pp. 83-106). Springer Singapore. https://doi.org/10.1007/978-981-287-630-0_5
Harms, T., Clifford, R. M., & Cryer, D. (1998). Early childhood environment rating scale. ERIC.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic journal of business research methods, 6(1), pp53‑60-pp53‑60. https://academic-publishing.org/index.php/ejbrm/article/view/1224/1187
Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hume, L. E., Lonigan, C. J., & McQueen, J. D. (2015). Children's literacy interest and its relation to parents’ literacy‐promoting practices. Journal of Research in Reading, 38(2), 172-193. https://doi.org/10.1111/j.1467-9817.2012.01548.x
Jaeger, E. L. (2017). Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development [Article]. Human Development (0018716X), 59(4), 163-187. https://doi.org/10.1159/000448743
Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care. Early Education and Development, 25(4), 553-572. https://doi.org/10.1080/10409289.2013.822239
Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and Individual Differences, 96, 102158. https://doi.org/https://doi.org/10.1016/j.lindif.2022.102158
Koo, T. K., & Li, M. Y. (2016a). Cracking the code: providing insight into the fundamentals of research and evidence-based practice a guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163.
Koo, T. K., & Li, M. Y. (2016b). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. https://doi.org/10.1016/j.jcm.2016.02.012
Liljequist, D., Elfving, B., & Skavberg Roaldsen, K. (2019). Intraclass correlation–A discussion and demonstration of basic features. PloS one, 14(7), e0219854. https://doi.org/10.1371/journal.pone.0219854
LoCasale-Crouch, J., Vitiello, G., Hasbrouck, S., Aguayo, Y. C., Schodt, S. C., Hamre, B., Kraft-Sayre, M. E., Melo, C., Pianta, R., & Romo, F. (2016). Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño. Pensamiento Educativo, Revista de Investigación Educacional Latinoamericana (PEL), 53(1), 1-14. https://doi.org/10.7764/PEL.53.1.2016.6
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14(3), 303-323. https://doi.org/10.1006/drev.1994.1011
Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and my reading profile. The reading teacher, 69(1), 51-62. https://doi.org/10.1002/trtr.1362
Mata, L. (2011). Motivation for Reading and Writing in Kindergarten Children. Reading Psychology, 32(3), 272-299. https://doi.org/10.1080/02702711.2010.545268
Miettinen, R., & Paavola, S. (2018). Beyond the distinction between tool and sign: Objects and artefacts in human activity. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (pp. 148-162). Cambridge University Press.
MINEDUC. (2018). Bases Curriculares de la Educación Parvularia. Ministerio de Educación. https://parvularia.mineduc.cl/wp-content/uploads/2019/09/Bases_Curriculares_Ed_Parvularia_2018-1.pdf
Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological bulletin, 137(2), 267-296. https://doi.org/10.1037/a0021890
Nevo, E., Vaknin-Nusbaum, V., & Gambrell, L. (2019). Reading Motivation in Kindergartners and 1st-Graders. Journal of Research in Childhood Education, 33(4), 610-622. https://doi.org/10.1080/02568543.2019.1647316
Ortiz, C., Stowe, R. M., & Arnold, D. H. (2001). Parental influence on child interest in shared picture book reading. Early Childhood Research Quarterly, 16(2), 263-281. https://doi.org/10.1016/S0885-2006(01)00101-6
Pasquali, L. (2007). The validity of the psychological tests: is it possible to find the way again? Psicologia: Teoria e Pesquisa, 23, 99-107. https://doi.org/10.1590/S0102-37722007000500019
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory. Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Şahin, M., & Aybek, E. (2019). Jamovi: an easy to use statistical software for the social scientists. International Journal of Assessment Tools in Education, 6(4), 670-692. https://doi.org/10.21449/ijate.661803
Sénéchal, M. (2015). Young children’s home literacy experiences. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 397-414). Oxford University Press.
Shanahan, T., & Lonigan, C. (2010). The National Early Literacy Panel A Summary of the Process and the Report. Educational researcher, 39(4), 279-285. https://doi.org/10.3102/0013189x10369172
Stipek, D. J., Feiler, R., Byler, P., Ryan, R., Milburn, S., & Salmon, J. M. (1998). Good beginnings: What difference does the program make in preparing young children for school? JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 19(1), 41-66. https://doi.org/10.1016/S0193-3973(99)80027-6
Strasser, K., & Lissi, M. R. (2009). Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children. Scientific Studies of Reading, 13(2), 175-204. https://doi.org/10.1080/10888430902769525
Strasser, K., Vergara, D., & del Río, M. F. (2017). Contributions of print exposure to first and second grade oral language and reading in Chile. Journal of Research in Reading, 40, S87-S106. https://doi.org/10.1111/1467-9817.12086
van der Kaap-Deeder, J., Vansteenkiste, M., Soenens, B., Loeys, T., Mabbe, E., & Gargurevich, R. (2015). Autonomy-supportive parenting and autonomy-supportive sibling interactions: The role of mothers’ and siblings’ psychological need satisfaction. Personality and Social Psychology Bulletin, 41(11), 1590-1604. https://doi.org/10.1177/0146167215602225
Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30-49. https://doi.org/10.1080/00220973.2017.1381067
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children's literacy development. Reading Research Quarterly, 40(2), 204-233. https://doi.org/10.1598/RRQ.40.2.4
Whitehurst, G. J., & Lonigan, C. (1998). Child Development and Emergent literacy. Child development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
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Autores/as
Muñoz, C., Frez Aróstica, N. ., Valenzuela , J., & Souza, S. B. . (2024). Construcción y validación de una medida observacional de aula para evaluar el ambiente motivador de la literacidad. Logos: Revista De Lingüística, Filosofía Y Literatura, 34(2). https://doi.org/10.15443/RL3432
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