000132330 001__ 132330
000132330 005__ 20250923084412.0
000132330 0247_ $$2doi$$a10.1002/jaal.1328
000132330 0248_ $$2sideral$$a137493
000132330 037__ $$aART-2024-137493
000132330 041__ $$aeng
000132330 100__ $$0(orcid)0000-0001-6162-6603$$aMuela-Bermejo, Diana$$uUniversidad de Zaragoza
000132330 245__ $$aLiterary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire
000132330 260__ $$c2024
000132330 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132330 5203_ $$aThis study involves translating, cross‐culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story‐driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist‐authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader‐centered approach suggested by the current Spanish curriculum.
000132330 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S61-23R
000132330 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000132330 590__ $$a1.5$$b2024
000132330 592__ $$a0.482$$b2024
000132330 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b297 / 756 = 0.393$$c2024$$dQ2$$eT2
000132330 593__ $$aEducation$$c2024$$dQ2
000132330 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132330 700__ $$0(orcid)0009-0000-0956-0731$$aMendoza-Cercadillo, Irene
000132330 700__ $$0(orcid)0000-0002-0247-1573$$aHernández-Heras, Lucía$$uUniversidad de Zaragoza
000132330 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000132330 773__ $$g68, 2 (2024), 82-93$$pJ. adolesc. adult lit.$$tJOURNAL OF ADOLESCENT & ADULT LITERACY$$x1081-3004
000132330 8564_ $$s492938$$uhttps://zaguan.unizar.es/record/132330/files/texto_completo.pdf$$yVersión publicada
000132330 8564_ $$s3145626$$uhttps://zaguan.unizar.es/record/132330/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132330 909CO $$ooai:zaguan.unizar.es:132330$$particulos$$pdriver
000132330 951__ $$a2025-09-22-14:30:42
000132330 980__ $$aARTICLE