2024/02/16 by Diana Muela Bermejo, Irene Mendoza‐Cercadillo, Lucía Hernández Heras · 1 voice
Psychology · Social Sciences · #Child Development and Digital Technology #Literacy and Educational Practices #Reading and Literacy Development
paper · pdf · doi:10.1002/jaal.1328
openalex publication_date 2024/02/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
Abstract This study involves translating, cross‐culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story‐driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist‐authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader‐centered approach suggested by the current Spanish curriculum.