Cubierta revista Ocnos, volumen 23, número 2

Published: 2024-06-28

Design and validation of a scale of self-perception of macronarrative competence in university students

Rosa Núñez-Pacheco, Aymé Barreda-Parra, Margarita García-Candeira, Ignacio Aguaded
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Promoting books and encouraging reading through literary influencers on TikTok

Jesús Segarra-Saavedra, Yuri-Edith Torres-Huamanyauri
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Intertextuality and children's literature. The dialogue between texts in the study of picture books

Núria Vouillamoz-Pajaro
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Self-regulated learning and scientific reading in pre-service teachers. An exploratory study

Marta Torrijos-Muelas, Sixto González-Víllora, Ana-Rosa Bodoque-Osma
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Gamification narratives and competency assessment in initial teacher training

Lourdes Villalustre-Martínez
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Digital Reading in University Students: contributions of Executive Functioning and Reading Habits

Ángel-Javier Tabullo, Enrique-Salvador Pulifiato-Hamann
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Beliefs, representations and knowledge of expert teachers on the reading of classics in Secondary Education

Lucía Hernández-Heras, Rosa Tabernero-Sala, Diana Muela-Bermejo
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Influence of the use of ICT on the development of reading comprehension in Primary Education

Iris-Orosia Campos, Paula Rivera-Alegre
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Initial literacy and early mathematical knowledge. Confluence of practices in early Childhood Education

Elena Ramírez-Orellana , Inés Rodríguez-Martín, Jorge Martín-Domínguez, Inmaculada Martín-Sánchez
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Autofiction in practice. Non-professional readings of texts of ambivalent ontological status

Álvaro Ceballos-Viro, Kristine Vanden-Berghe
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