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La Enseñanza Recíproca en las Aulas: Efectos Sobre la Comprensión Lectora en Estudiantes de Primaria

Publicated to:Psykhe. 23 (1): 6-0 - 2014-01-01 23(1), DOI: 10.7764/psykhe.23.1.505

Authors: Pascual Hoyuelos, Gema; Ferrero González, Marta; Pereda Herrero, Visitación; Goikoetxea Iraola, Edurne; Corral Robles, Silvia

Affiliations

universidad de deusto - Author

Abstract

El objetivo del estudio fue investigar los efectos de un programa basado en la Enseñanza Recíproca (Palincsar & Brown, 1984) sobre la comprensión lectora, hábitos lectores y fluidez de 239 alumnos de clase media-baja de 3º a 6º de primaria (entre 8 y 13 años, 49% mujeres) de 5 escuelas públicas de Vizcaya y de Álava, en España, seleccionadas intencionadamente. El diseño fue cuasi-experimental pre y postest, con grupo control, asignando aleatoriamente las aulas enteras o divididas a cada grupo, según la conveniencia de cada escuela. El grupo experimental (n = 135) fue entrenado durante 12 sesiones de 50 minutos una vez a la semana, mientras el grupo control (n = 104) recibía la enseñanza de lengua tradicional durante el mismo período. Los resultados revelan que la intervención tuvo efectos positivos en la comprensión lectora, medida a través de tareas de resumen y de recuerdo, pero no logró efectos en los hábitos lectores y en la fluidez. Las implicaciones para la investigación y para la práctica son discutidas, como la flexibilidad del programa y su aplicación por parte de estudiantes universitarios.

Keywords
ArtesCiencias socialesGeneral psychologyPsicologíaPsychology (all)Psychology (miscellaneous)

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Psykhe, Q3 Agency Scopus (SJR), its regional focus and specialization in Psychology (Miscellaneous), give it significant recognition in a specific niche of scientific knowledge at an international level.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 4.36, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions May 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-05-07, the following number of citations:

  • Scopus: 4
  • Open Alex: 15
  • OpenCitations: 9
Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-07:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 86 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

    • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
    • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.
    Continuing with the social impact of the work, it is important to emphasize that, due to its content, it can be assigned to the area of interest of ODS 4 - Quality Education, with a probability of 91% according to the mBERT algorithm developed by Aurora University.