Competencia lectora y creatividad lingüística en educación secundaria. Un estudio transversal
DOI :
https://doi.org/10.67070/evrs.isl.2026.a13Mots-clés :
Secondary education, Reading competence, Creativity, Cognitive developmentRésumé
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.
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