<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100119</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.e19.6171</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tipos de retroalimentación para la lectura estratégica en clases masivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Types of Feedback for Strategic Reading in Large Classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colmenares Vázquez]]></surname>
<given-names><![CDATA[Ligia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-López]]></surname>
<given-names><![CDATA[Guadalupe Yamilet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santoyo]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La retroalimentación es indispensable para el desarrollo de habilidades durante la formación profesional, aunque es un reto llevarla a la práctica de manera eficiente en las clases masivas. Para comparar el efecto de dos tipos de retroalimentación sobre el desempeño en la lectura estratégica se condujo una intervención instruccional con un diseño cuasiexperimental. Dos grupos focales de estudiantes de segundo semestre de licenciatura realizaron cuatro ejercicios con el Modelo de Análisis Estratégico de Textos (MAEtxt). Como retroalimentación a sus ejecuciones, uno de los grupos recibió por escrito un mensaje con los criterios de logro de la tarea, mientras el segundo grupo tomó tutorías personalizadas brindadas por seis estudiantes avanzados. Las respuestas al MAEtxt se recolectaron en línea y se calificaron mediante una rúbrica. Un ANOVA de medidas repetidas identificó diferencias entre los puntajes iniciales y finales de ambos grupos, y el análisis de frecuencias muestra que las tutorías promueven más respuestas de alta calidad. Los dos tipos de retroalimentación mostraron efectividad, por lo que se recomienda el uso de tutorías cuando sea posible, aunque la retroalimentación mediante definiciones de criterio puede ser valiosa si no hubiera recursos adicionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Feedback is essential for skill development in professional education, although efficient feedback implementation is a challenge in large classes. A quasi-experimental instructional intervention was conducted to compare the effect of two types of feedback on strategic reading performance, with two focus groups of second-semester undergraduate students completing four exercises with the Strategic Text Analysis Model (MAEtxt). One of the groups received feedback on their performance through a written message specifying the criteria for successful completion of the exercise, while the second group received personalized tutoring from six more advanced students. Responses to MAEtxt were collected online and graded with a rubric. A repeated-measures ANOVA found differences between pre- and post-scores in both groups, and a frequency analysis shows that tutoring supports more high-quality responses. Both types of feedback were shown to be effective. Therefore, tutoring is recommended whenever possible, but criteria-based feedback may also be of value if no additional resources are available.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[prueba de lectura]]></kwd>
<kwd lng="es"><![CDATA[método de alfabetización]]></kwd>
<kwd lng="es"><![CDATA[tamaño de la clase]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[reading test]]></kwd>
<kwd lng="en"><![CDATA[literacy methods]]></kwd>
<kwd lng="en"><![CDATA[class size]]></kwd>
</kwd-group>
</article-meta>
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