Influencia de la Educación Emocional en el desarrollo de la competencia lectora
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2019-09-18
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El objetivo de esta revisión bibliográfica es poner de manifiesto si existe influencia por parte de la educación emocional en el desarrollo de la competencia lectora y, por tanto, si hay una relación entre ambos conceptos en el alumnado. Por consiguiente, y tras el estudio de diversas variables que han influido en esta revisión, se ha observado cómo a través de propuestas didácticas que relacionan ambos conceptos, la competencia lectora se desarrolla con mayor facilidad. Igualmente, se debe destacar que a día de hoy no existe un número significativo de prácticas que ayuden a trabajar por medio de estos dos conceptos. De este modo, la transferencia de conocimiento que se percibe es mínima, sin embargo, se cuenta con una amplia variedad de contenido teórico que pone de manifiesto la relación existente y la posibilidad de trabajar ambos conceptos simultáneamente para desarrollar mejor diversas capacidades y competencias en el alumnado.
The objective of this literature review is to demonstrate whether emotional education influences the development of reading skills and, therefore, whether there is a relationship between the two concepts in students. Consequently, after studying various variables that influenced this review, it has been observed that reading skills are more easily developed through teaching approaches that relate both concepts. It should also be noted that, to date, there are not a significant number of practices that help to work with these two concepts. Thus, the perceived transfer of knowledge is minimal; however, there is a wide variety of theoretical content that demonstrates the existing relationship and the possibility of working on both concepts simultaneously to better develop diverse skills and competencies in students.
The objective of this literature review is to demonstrate whether emotional education influences the development of reading skills and, therefore, whether there is a relationship between the two concepts in students. Consequently, after studying various variables that influenced this review, it has been observed that reading skills are more easily developed through teaching approaches that relate both concepts. It should also be noted that, to date, there are not a significant number of practices that help to work with these two concepts. Thus, the perceived transfer of knowledge is minimal; however, there is a wide variety of theoretical content that demonstrates the existing relationship and the possibility of working on both concepts simultaneously to better develop diverse skills and competencies in students.