¿Afectan los géneros textuales a la velocidad de lectura? Un estudio sobre lectores hispanohablantes de educación primaria
Resumen
Los estudiantes necesitan desarrollar un adecuado nivel de velocidad lectora para lograr una buena fluidez y comprensión lectora. El objetivo de este estudio fue investigar cómo se desarrolla la velocidad lectora en diferentes géneros textuales —narrativo y expositivo— entre los escolares a lo largo de la escuela primaria. Los resultados muestran que a medida que los lectores avanzan en niveles escolares, adquieren una mayor velocidad de articulación y de elocución en la lectura. Sin embargo, los estudiantes de diferentes grados pueden variar la forma en que usan su velocidad lectora en diferentes géneros textuales, y la dirección de esta variación también puede diferir según las métricas de medición de la velocidad. Este estudio sugiere que los fonemas, al ser menos sensibles a las características del texto que las palabras y las sílabas, son las mejores unidades para estudiar el efecto de los géneros textuales sobre la velocidad lectora. En este sentido, los estudiantes de los primeros grados de primaria mantuvieron una velocidad lectora constante en los diferentes géneros textuales, mientras que los lectores avanzados aceleraron al leer el texto expositivo en comparación con el texto narrativo. Se concluye que cada género discursivo puede exigir a los estudiantes que utilicen su tiempo de una manera particular para apoyar el procesamiento cognitivo del texto y facilitar la reconstrucción de su significado. Sin embargo, este uso específico del tiempo acorde a los géneros solo se observa en los lectores avanzados.
Citas
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Autores/as
Aznárez , L., Cuadro , A. ., & Hossain, I. . (2026). ¿Afectan los géneros textuales a la velocidad de lectura? Un estudio sobre lectores hispanohablantes de educación primaria. Logos: Revista De Lingüística, Filosofía Y Literatura, 36(1), 212–232. https://doi.org/10.15443/RL3606
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