Resumen

PERALES ESCUDERO, Moisés Damián; HERNANDEZ MENDEZ, Edith; RAMIREZ POSADAS, Maricruz  y  GOMEZ ARGUELLES, Lizbeth. Implicit Theories of Reading Comprehension in Future Spanish Teachers: Validation of an Instrument. Península [online]. 2024, vol.19, n.2, pp.111-138.  Epub 08-Oct-2024. ISSN 1870-5766.  https://doi.org/10.22201/cephcis.25942743e.2024.19.2.89180.

In this text it is reported the validation of a new version of the scale of implicit theories of reading comprehension (ETICOLEC as per its Spanish acronym) modified for future Spanish teachers at a public university in the Yucatán Peninsula. We also describe their implicit theories. A standard procedure (Prat y Doval 2005) was used to add new items to the scale and test its psychometric properties using principal component analysis and internal consistency analysis with Cronbach’s alpha. Calculations were performed with the use the Statistical Package for the Social Sciences (SPSS v. 26). Besides to register psychometric properties, the study identified three subscales with good internal consistency, each of which measures an implicit theory or set of beliefs about reading comprehension. A few participants hold more than one implicit theory, while a larger group does not sustain any of them. This may have implications for their disciplinary literacy processes and their future teaching practices.

Palabras llave : reading comprehension; implicit theories; preservice teachers of Spanish; types of Likert scales.

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