Competencia lectora y creatividad lingüística en educación secundaria. Un estudio transversal
DOI:
https://doi.org/10.67070/evrs.isl.2026.a13关键词:
Secondary education, Reading competence, Creativity, Cognitive development摘要
La competencia lectora y el pensamiento creativo se consideran competencias fundamentales en la educación contemporánea, y su evaluación proporciona información crucial sobre la eficacia de los sistemas educativos. De acuerdo con esto, el objetivo de este estudio es llevar a cabo un análisis transversal del desarrollo de la competencia lectora y la creatividad lingüística entre 524 estudiantes de secundaria españoles, así como explorar la relación entre estas dos competencias. Este estudio descriptivo emplea herramientas validadas para evaluar la competencia lectora, el potencial creativo (definido como la capacidad de detectar problemas) y la creatividad lingüística (medida como la capacidad de generar metáforas tanto convencionales como innovadoras). Los resultados indican que, mientras que la competencia lectora y la producción de metáforas convencionales muestran un aumento constante a lo largo de la educación secundaria, la producción de metáforas innovadoras y el potencial creativo general se mantienen estables. Las alumnas obtuvieron puntuaciones significativamente más altas que sus compañeros varones en todas las variables, excepto en el potencial creativo. Además, se observó que la competencia lectora estaba correlacionada con ambas medidas de creatividad lingüística. Estos hallazgos sugieren que las prácticas docentes actuales fomentan con éxito la alfabetización básica, pero no logran estimular los procesos ejecutivos de orden superior necesarios para el pensamiento creativo, lo que subraya la necesidad de los cambios pedagógicos que se discuten en este trabajo.
参考
Abarzúa L., & Ambrós-Pallarés, A. (2025). A Combination of Media: Paper & Screens in the Digital Academic Reading Practices of Future Teachers. Investigaciones Sobre Lectura, 20(2), 1-24. https://doi.org/10.24310/isl.20.2.2025.21848 DOI: https://doi.org/10.24310/isl.20.2.2025.21848
Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory (2012). Reading Into the Future: Competence for the 21st Century. Educational Psychologist, 47(4), 259-280. https://doi.org/10.1080/00461520.2012.722511 DOI: https://doi.org/10.1080/00461520.2012.722511
Artola, T., Barraca, J., Martín, C., Mosteiro, P., Ancillo, I., & Poveda, B. (2008). PIC-J. Prueba de imaginación creativa para jóvenes [PIC-J. Creative imagination test for youth]. TEA Ediciones.
Baer, J., & Kaufman, J. C. (2005). Bridging Generality and Specificity: The Amusement Park Theoretical (APT) Model of Creativity. Roeper Review: A Journal on Gifted Education, 27(3), 158-163. https://doi.org/10.1080/02783190509554310 DOI: https://doi.org/10.1080/02783190509554310
Barbot, B. (2026). The Multidimensionality and Domain-Specificity of PISA 2022 Creative Thinking Assessment: From Competency Model to Measurement Model. Journal of Creative Behavior, 60(1), e70086. https://doi.org/10.1002/jocb.70086 DOI: https://doi.org/10.1002/jocb.70086
Beaty, R. E., & Silvia, P. J. (2013). Metaphorically speaking: Cognitive abilities and the production of figurative language. Memory and Cognition, 41, 255-267. https://doi.org/10.3758/s13421-012-0258-5 DOI: https://doi.org/10.3758/s13421-012-0258-5
Benedek, M., Franz, F., Heene, M., & Neubauer, A. C. (2012). Differential effects of cognitive inhibition and intelligence on creativity. Personality and Individual Differences, 53(4), 480–485. https://doi.org/10.1016/j.paid.2012.04.014 DOI: https://doi.org/10.1016/j.paid.2012.04.014
Bergs, A. (2019). What, if anything, is linguistic creativity. Gestalt Theory, 41, 173-183. https://doi.org/10.2478/gth-2019-0017 DOI: https://doi.org/10.2478/gth-2019-0017
Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of child psychology and psychiatry, 47(3‐4), 296-312. http://doi.org/10.1111/j.1469-7610.2006.01611.x DOI: https://doi.org/10.1111/j.1469-7610.2006.01611.x
Bowdle, B. F., & Gentner, D. (2005). The career of metaphor. Psychological Review, 112, 193-216. https://doi.org/10.1037/0033-295X.112.1.193 DOI: https://doi.org/10.1037/0033-295X.112.1.193
Cai, Y., Chen, Y., & Yang, Y. (2026). Exploring the relationship between reading literacy and creativity competence: A multilevel modeling approach. Thinking Skills and Creativity, 61, 102155. https://doi.org/10.1016/j.tsc.2026.102155 DOI: https://doi.org/10.1016/j.tsc.2026.102155
Chall, J. S. (1996). Stages of reading development (2nd ed.). Harcourt Brace.
Corbalán, F. J., Martínez, F., Donolo, D. S., Alonso, C., Tejerina, M., & Limiñana, R. M. (2015). CREA Inteligencia Creativa: Una Medida Cognitiva de la Creatividad [CREA. Creative Intelligence: A cognitive measure of creativity]. TEA Ediciones.
Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of direct instruction, 1(2), 137-149.
Díaz-Díaz, M. S., Echegoyen-Sanz, Y., & Martín-Ezpeleta, A. (2025a). Lectura digital y metacognición lectora en futuros docentes chilenos. Investigaciones Sobre Lectura, 20(1), 1-22. https://doi.org/10.24310/isl.20.1.2025.20265 DOI: https://doi.org/10.24310/isl.20.1.2025.20265
Díaz-Díaz, M. S., Echegoyen-Sanz, Y., Pont-Niclòs, I., Izquierdo-Sanchis, E., & Martín-Ezpeleta, A. (2025b). Inservice teacher’s beliefs and self-perceptions of creativity. A comparative study between Chile and Spain. European Journal of Education and Psychology, 18(1), 1-17. https://doi.org/10.32457/ejep.v18i1.3019 DOI: https://doi.org/10.32457/ejep.v18i1.3019
Dietrich, A. (2004). The cognitive neuroscience of creativity. Psychonomic Bulletin and Review, 11, 1011-1026. https://doi.org/10.3758/BF03196731 DOI: https://doi.org/10.3758/BF03196731
DiStefano, P. V., Patterson, J. D., & Beaty, R. E. (2025). Automatic Scoring of Metaphor Creativity with Large Language Models. Creativity Research Journal, 37(4), 555–569. https://doi.org/10.1080/10400419.2024.2326343 DOI: https://doi.org/10.1080/10400419.2024.2326343
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44. https://doi.org/10.1002/rrq.411 DOI: https://doi.org/10.1002/rrq.411
Estes, Z., y Ward, T. B. (2002). The emergence of novel attributes in concept modification. Creativity Research Journal, 14(2), 149-156. https://doi.org/10.1207/S15326934CRJ1402_2 DOI: https://doi.org/10.1207/S15326934CRJ1402_2
European Comission (2018) Council Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32018H0604%2801%29&from=EN
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill
Hirnstein, M., Stuebs, J., Moè, A., & Hausmann, M. (2023). Sex/gender differences in verbal fluency and verbal-episodic memory: a meta-analysis. Perspectives on Psychological Science, 18(1), 67-90. https://doi.org/10.1177/17456916221082116 DOI: https://doi.org/10.1177/17456916221082116
Izquierdo-Sanchis, E., Echegoyen-Sanz, Y., & Martín-Ezpeleta, A. (2025). Primary School Teachers’ Creative Self-Perception and Beliefs on Teaching for Creativity. Education Sciences, 15(2), 211. https://doi.org/10.3390/educsci15020211 DOI: https://doi.org/10.3390/educsci15020211
Jabbar, A., & Warraich, N. F. (2023). Gender differences in leisure reading habits: a systematic review of literature. Global Knowledge, Memory and Communication, 72(6-7), 572-592. https://doi.org/10.1108/GKMC-12-2020-0200 DOI: https://doi.org/10.1108/GKMC-12-2020-0200
Jiménez-Pérez, E. del P. (2023). Pensamiento crítico VS competencia crítica: lectura crítica. Investigaciones Sobre Lectura, 18(1), 1-26. https://doi.org/10.24310/isl.vi18.15839 DOI: https://doi.org/10.24310/isl.vi18.15839
Jiménez-Pérez, E. d. P., Vicente-Yagüe, M. I. d., Gutiérrez-Fresneda, R., & Cuadros-Muñoz, R. (2024). Self-Assessment in Reading Competence: Memory, Attention, and Inference. Education Sciences, 14(6), 562. https://doi.org/10.3390/educsci14060562 DOI: https://doi.org/10.3390/educsci14060562
Kasirer, A. & Mashal, N. (2016). Comprehension and generation of metaphors by children with autism spectrum disorder. Research in Autism Spectrum Disorders, 32, 53-63. https://doi.org/10.1016/j.rasd.2016.08.003 DOI: https://doi.org/10.1016/j.rasd.2016.08.003
Kasirer, A., & Mashal, N. (2018). Fluency or similarities? Cognitive abilities that contribute to creative metaphor generation. Creativity Research Journal, 30(2), 205-211. http://dx.doi.org/10.1080/10400419.2018.1446747 DOI: https://doi.org/10.1080/10400419.2018.1446747
Kenett, Y. N. (2018). Investigating creativity from a semantic network perspective. In Exploring transdisciplinarity in art and sciences (pp. 49-75). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-76054-4_3 DOI: https://doi.org/10.1007/978-3-319-76054-4_3
Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago Press.
Larrañaga, E., & Yubero, S. (2015). El hábito lector de los adolescentes españoles [Reading habits of Spanish adolescents]. In S. Yubero, E. Larrañaga, & P. C. Cerrillo (Coords.), La formación de mediadores de lectura [The training of literacy mediators] (pp. 57-72). CEPLI.
León, J. A., Escudero, I., Olmos, R., Dávalos, T., & García, T. (2009). ECOMPLEC: Un modelo de evaluación de la comprensión lectora en diversos tramos de la Educación Secundaria. Psicología Educativa. Revista de los Psicólogos de la Educación, 15(2), 123-142. https://doi.org/10.5093/ed2009v15n2a4 DOI: https://doi.org/10.5093/ed2009v15n2a4
Levorato, M. C., & Cacciari, C. (1995). The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60, 261-283. https://doi.org/10.1006/jecp.1995.1041 DOI: https://doi.org/10.1006/jecp.1995.1041
Levorato, M. C., & Cacciari, C. (2002). The creation of new figurative expressions: psycholinguistic evidence in Italian children, adolescents and adults. Journal of Child Language, 29(1), 127-150. https://doi.org/10.1017/S0305000901004950 DOI: https://doi.org/10.1017/S0305000901004950
Li, Y., Kenett, Y. N., Hu, W., & Beaty, R. E. (2021). Flexible semantic network structure supports the production of creative metaphor. Creativity Research Journal, 33 (3), 209–223. https://doi.org/10.1080/10400419.2021.1879508 DOI: https://doi.org/10.1080/10400419.2021.1879508
Liu, X., Long, H., & Pang, W. (2024). The interactive effect of integral and incidental emotions on creative metaphor performance. Thinking Skills and Creativity, 54, 101683. https://doi.org/10.1016/j.tsc.2024.101683 DOI: https://doi.org/10.1016/j.tsc.2024.101683
LOMLOE (2020). Organic Law 3/2020, of December 29, Which Modifies Organic Law 2/2006, of May 3, on Education. Available at https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-17264
Martín-Ezpeleta, A., Saneleuterio, E., Mínguez-López, X., & Echegoyen-Sanz, Y. (2024). Generación de metáforas creativas y percepción de la creatividad de los futuros docentes [Creative metaphor generation and perception of creativity of future teachers]. Revista Complutense de Educación, 35(4), 659–669. https://doi.org/10.5209/rced.86027 DOI: https://doi.org/10.5209/rced.86027
Menashe, S., Leshem, R., Heruti, V., Kasirer, A., Yair, T., & Mashal, N. (2020). Elucidating the role of selective attention, divergent thinking, language abilities, and executive functions in metaphor generation. Neuropsychologia, 142, 107458. https://doi.org/10.1016/j.neuropsychologia.2020.107458 DOI: https://doi.org/10.1016/j.neuropsychologia.2020.107458
Murillo, F. J., Lucio, M., Asensio, M., Brioso, M. J., de la Cuesta, J. C., Martínez, M., Rodríguez, M., Sánchez, A. M. (2003). Los hábitos lectores de los adolescentes españoles [Reading habits in Spanish adolescents]. CIDE
Myhill, D., & Jones, S. (2015). Conceptualizing metalinguistic understanding in writing. Culture and Education, 27(4), 839-867. https://doi.org/10.1080/11356405.2015.1089387 DOI: https://doi.org/10.1080/11356405.2015.1089387
Nippold, M. A. (2016). Later language development: School-age children, adolescents, and young adults. PRO-ED, Inc.
OECD (2019). OECD Future of Education and Skills 2030. OECD Learning Compass 2030. A Series of Concept Notes. https://www.oecd.org/education/2030-project/
OECD (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en DOI: https://doi.org/10.1787/53f23881-en
OECD (2024). PISA 2022 Results (Volume III): Creative Minds, Creative Schools. OECD Publishing. https://doi.org/10.1787/765ee 8c2-en
Pistol, R. (2018). Types of Inferences in the Comprehension of Metaphor. Theory and Practice in Language Studies, 8(8), 899-905. DOI: https://doi.org/10.17507/tpls.0808.01
Pont-Niclòs, I., Echegoyen-Sanz, Y., & Martín-Ezpeleta, A. (2024a). Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students. Education Sciences, 14(2), 153. https://doi.org/10.3390/educsci14020153 DOI: https://doi.org/10.3390/educsci14020153
Pont-Niclòs, I., Echegoyen-Sanz, Y., & Martín-Ezpeleta, A. (2024b). Scientific and Linguistic Creative Domains in Secondary Education. A Case Study in Spain. European Journal of Contemporary Education, 13(1), 201-210. https://doi.org/10.13187/ejced.2024.1.201 DOI: https://doi.org/10.13187/ejced.2024.1.201
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S. Newman & D. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-110). Guilford Press.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 3-15). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511807916.003
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., et al. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054 DOI: https://doi.org/10.3390/jintelligence11030054
Veale, T. (2006). An analogy-oriented type hierarchy for linguistic creativity. Knowledge-Based Systems, 19(7), 471-479. https://doi.org/10.1016/j.knosys.2006.04.007 DOI: https://doi.org/10.1016/j.knosys.2006.04.007
Zawada, B. (2006). Linguistic creativity from a cognitive perspective. Southern African Linguistics and Applied Language Studies, 24(2), 235-254, https://doi.org/10.2989/16073610609486419 DOI: https://doi.org/10.2989/16073610609486419
已出版
期次
栏目
授權條款
Copyright (c) 2026 Investigaciones Sobre Lectura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Los artículos publicados en esta revista se distribuyen bajo una licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional (CC BY-NC 4.0). Esta licencia permite copiar, distribuir, comunicar públicamente, transformar y adaptar los contenidos, siempre que se reconozca adecuadamente la autoría, se cite la fuente original, se indique si se han realizado cambios y el uso no tenga finalidad comercial.
Sin perjuicio de lo anterior, la revista podrá gestionar servicios editoriales, técnicos, de preservación, difusión, indexación o publicación asociados al proceso editorial, conforme a sus políticas internas y a las condiciones económicas que, en su caso, se establezcan.
