PIRLS 2021. Factores relacionados con el rendimiento lector en Educación Primaria en España

• Pablo-Javier Ortega-Rodríguez ^[1]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 48, 2025, págs. 161-185
• Idioma: español
• DOI: 10.15581/004.48.008
• Títulos paralelos:
  • PIRLS 2021. Factors related to reading performance in Primary Education in Spain
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo pretende analizar los factores relacionados del alumnado con el rendimiento en lectura. La muestra está formada por 8551 estudiantes de 4º de Educación Primaria (52,1% de niños, 47,9% de niñas). Se ha realizado un Análisis Factorial Confirmatorio (AFC) y se ha calculado un modelo jerárquico multinivel a partir de los 28 ítems del cuestionario PIRLS. Los resultados muestran la interrelación de los cinco factores que influyen sobre el rendimiento: la actitud del alumnado hacia la lectura, su bienestar en el centro educativo, la calidad docente, la dificultad lectora del alumnado y su autoeficacia lectora.

  • English

    This article aims to analyse the related factors of students on reading performance. The sample is composed of 8,551 students in year 4 of primary education (52.1% boys, 47.9% girls). A Confirmatory Factor Analysis (CFA) was carried out and a multilevel model was calculated on PIRLS student questionnaire comprising 28 items. The results show the interrelationship between the five factors with the greatest influence on performance: students’ attitude towards reading, students’ wellbeing at school, the quality of teaching, students’ reading difficulties and reading self-efficacy.

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