Identidad lectora de docentes en formación como predictor de actitud favorable a la lectoescritura

The stimulus to the reader identity of teachers in training as a strategy to improve the country's performance in reading and writing is a critical area of focus in Costa Rica, where the country invests 7.6% of its GDP in education, but the results of the Program for International Student Assessment (PISA) show a decline in reading comprehension scores for Costa Rican students from 2012 to 2015. Costa Rica is the Latin American country that invests the most in education, but the results of the PISA program show a decline in reading comprehension scores for Costa Rican students from 2012 to 2015. The results of the TERCE 2015 reading comprehension test show that 45% of students demonstrated literal-inferential comprehension, while 25% showed inferential-critical comprehension and 25% showed critical comprehension. The study of the reader identity of teachers in training is essential to understand the development of reading and writing skills in students. The reader identity of teachers in training is a complex and multifaceted concept that involves the relationships that a person maintains with texts, including their reading experiences, reading habits, and self-perception as readers. The study of the reader identity of teachers in training is essential to understand the development of reading and writing skills in students. The reader identity of teachers in training is a critical area of focus in Costa Rica, where the country invests 7.6% of its GDP in education, but the results of the PISA program show a decline in reading comprehension scores for Costa Rican students from 2012 to 2015. The study proposed aims to characterize the stimulus to the reader identity that teachers in training receive during their university studies as a way to promote favorable climates for reading in the educational centers where they will exercise their duties once they are in service. The study will involve the analysis of the curriculum and teaching practices of 27 university programs in Costa Rica, as well as the collection of data from teachers, students, and program administrators. The study will also involve the use of focus groups and in-depth interviews to gather more detailed information about the reader identity of teachers in training. The results of the study will provide valuable insights into the development of reading and writing skills in students and will inform the development of policies and programs to improve reading and writing instruction in Costa Rica. The study will also contribute to the development of a system of accreditation for university programs that promote the reader identity of teachers in training, which will be a critical step in improving the quality of reading and writing instruction in Costa Rica.