Public Policies and the Development of Reading Skills in Primary Education: regarding a systematic mapping protocol

Title
Publication TypeJournal Article
Año de publicación2020
AuthorsHonorato-Errázuriz, J, Ramírez-Montoya, MSoledad
JournalReading and writing quaterly
Páginas22
Resumen

Innovative public policies, focused on the development of reading skills, are today urgently required in basic education, in Latin America, as a result of the Pandemic. A global agreement is that improving comprehensive reading in the first years of schooling is a fundamental key to the development of countries. This article focuses on the evidence of the literature published in the last four years (2015 and 2020) on innovation in public reading policies will contribute with future studies or practical experiences, in such a way,  as to accelerate the reading learning process. Systematic mapping was used, reviewing 233 articles that were published in two databases: Web of Sciencie (WoS) and Scopus. Inclusion, exclusion and quality criteria were applied to obtain the maximum of relevant information on the topic and the results show the type of methodology and evaluation used on it , the most cited articles, the journals and their impact index where they were published, the geographical distribution of the authors, application contexts and the topics addressed.

This mapping is presented as a challenge for educational policy makers and in particular for those who focus on reading skills, providing evidence to generate transferable models to accelerate learning and educational change evaluating the progress so required by this society in the current situation, identify challenges and contexts of influence, as well as establish a database of scientific studies to support future research.

Innovative public policies, focused on the development of reading skills, are today urgently required in basic education, in Latin America, as a result of the Pandemic. A global agreement is that improving comprehensive reading in the first years of schooling is a fundamental key to the development of countries. This article focuses on the evidence of the literature published in the last four years (2015 and 2020) on innovation in public reading policies will contribute with future studies or practical experiences, in such a way,  as to accelerate the reading learning process. Systematic mapping was used, reviewing 233 articles that were published in two databases: Web of Sciencie (WoS) and Scopus. Inclusion, exclusion and quality criteria were applied to obtain the maximum of relevant information on the topic and the results show the type of methodology and evaluation used on it , the most cited articles, the journals and their impact index where they were published, the geographical distribution of the authors, application contexts and the topics addressed.

This mapping is presented as a challenge for educational policy makers and in particular for those who focus on reading skills, providing evidence to generate transferable models to accelerate learning and educational change evaluating the progress so required by this society in the current situation, identify challenges and contexts of influence, as well as establish a database of scientific studies to support future research.