Efectos del teletrabajo y la digitalización en la lectura compartida entre padres e hijos

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Publicado: mar 27, 2023
DOI: https://doi.org/10.13042/Bordon.2023.94648
Palabras clave:
lectura hábitos lectores literatura teletrabajo género COVID-19

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Nadina Gómez-Merino
Universitad de Valencia (España)
https://orcid.org/0000-0001-9234-406X
Alba Rubio
Universidad de Valencia (España)
https://orcid.org/0000-0003-3707-6642
Vicenta Ávila
Universidad de Valencia (España)
https://orcid.org/0000-0002-2762-2964
Laura Gil
Universidad de Valencia (España)
https://orcid.org/0000-0002-0937-6245
Federica Natalizi
Università La Sapienza di Roma (Italy)
https://orcid.org/0000-0003-0139-426X

Resumen

OBJETIVO. Existen diversos beneficios asociados a la lectura compartida. El tiempo que las familias dedican a leer con sus hijos puede estar influenciado por diferentes factores demográficos (p. ej., tipo y estructura familiar) y personales (p. ej., disponibilidad de tiempo). La sociedad experimenta sucesivos cambios y el tiempo dedicado a la lectura compartida en el hogar puede verse influenciado por los mismos. Este estudio tiene dos objetivos: en primer lugar, analizar las diferencias en el tiempo de lectura compartida considerando aquellas variables demográficas que otros estudios han identificado como relevantes (sexo del progenitor, edad de los hijos, número de hijos); en segundo lugar, examinar las diferencias en el tiempo de lectura compartida atendiendo a dos variables fuertemente afectadas por la pandemia: la situación laboral y el soporte de lectura (lectura en papel vs. lectura digital). MÉTODO. A través de un análisis comparativo-descriptivo de variables demográficas, situación laboral y soporte de lectura se analizaron las respuestas de 659 padres a una encuesta sobre hábitos lectores antes y después del confinamiento. RESULTADOS Y DISCUSIÓN. Los resultados principales indican que las familias dedican cada vez mayor tiempo a la lectura compartida a lo largo del confinamiento. En este sentido, las madres invirtieron más tiempo que los padres tanto antes como durante el confinamiento. Atendiendo al soporte, el papel continuó siendo más utilizado para la lectura compartida durante el confinamiento, aunque el tiempo dedicado a la lectura compartida mediante soporte digital aumentó en comparación con su uso anterior al confinamiento. Finalmente, los padres que teletrabajaron no invirtieron más tiempo de lectura compartida que aquellos que trabajaban fuera del hogar, por lo que contrariamente a lo esperado, el teletrabajo durante la pandemia tampoco permitió una mejor conciliación familia-profesión ni una mayor dedicación a la alfabetización de los niños.

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Gómez-Merino, N., Rubio, A., Ávila, V., Gil, L., & Natalizi, F. (2023). Efectos del teletrabajo y la digitalización en la lectura compartida entre padres e hijos. Bordón. Revista De Pedagogía, 75(1), 65–81. https://doi.org/10.13042/Bordon.2023.94648
Número
Vol. 75 Núm. 1 (2023)
Sección
Artículos
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Biografía del autor/a

Nadina Gómez-Merino, Universitad de Valencia (España)

PhD, member of the Reading Research Unit from the University of Valencia. Postdoctoral researcher, recipient of the Margarita Salas grant. Her research has focused on the typical and atypical development of language and literacy skills in population with special educational needs (mainly population with deafness and autism spectrum disorder).

Alba Rubio, Universidad de Valencia (España)

PhD with international doctorate mention, University of Valencia. Her research is related to reading competence and comprehension, assessment, and the development of learning activities from written texts. She works as a researcher and teacher at the Education and Sports Unit, Florida Universitaria (Valencia).

Vicenta Ávila, Universidad de Valencia (España)

PhD, member of the Reading Research Unit from the University of Valencia. She is an associate professor at the Department of Developmental and Educational Psychology, University of Valencia. Her research has focused on the study of reading in early childhood and in population with disabilities.

Laura Gil, Universidad de Valencia (España)

PhD, member of the Reading Research Unit from the University of Valencia (www.uv.es/lectura). She is an associate professor at the Department of Developmental and Educational Psychology, University of Valencia. Her research is related to the assessment and intervention of reading comprehension and executive processes.

Federica Natalizi, Università La Sapienza di Roma (Italy)

PhD student at the Behavioural Neuroscience program, University of Rome La Sapienza. She holds a master’s degree in Neuroscience and Neuropsicological Rehabilitation. She is a predoctoral researcher at the Neuropsiquiatry Laboratory from the Santa Lucía IRCCS Association. Her research has focused on several cognitive processes in neurodegenerative illness and in the elaboration of interventions aimed at improving cognition and quality of life.

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