The relationship between creativity and reading competence: towards a new model of reading education for teacher education
DOI:
https://doi.org/10.47553/rifop.v97i36.3.96520Abstract
The main aim of this study is to analyse whether creativity can be linked to the reading process of secondary education students, in order to discover a new model of reading education that can be applied in the field of teacher training. The research was carried out using a quantitative, non-experimental, correlational, descriptive methodological design.
The sample consisted of 154 students attending 1st and 4th years of Secondary Education, who were administered the battery for the Evaluation of Reading Processes in Secondary and Baccalaureate - Revised, PROLEC-SE-R (Ramos et al., 2016) and the CREA Creative Intelligence test (Corbalán et al., 2003).
The most remarkable results show that creativity is significantly positively correlated with five of the six reading dimensions (lexical selection, semantic categorisation, grammatical structures, grammaticality judgements and expository comprehension), as well as with the general reading index, which allows us to consider creativity as a component of the reading process. Moreover, there are no statistically significant differences in the levels of creativity and reading comprehension according to gender, while there are significant differences with respect to educational level.
Finally, we conclude by stating that it is necessary to advance in the description of a reading profile that allows us to identify the factors that influence the development of text comprehension, in order to transfer these results to educational practice and teacher training.
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