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<field name="value">Ortega Sánchez, Delfín</field>
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<field name="value">Sanz de La Cal, Esther</field>
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<field name="value">Ibáñez Quintana, Jaime</field>
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<field name="orcid_id">0000-0002-5208-2947</field>
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<field name="value">10.3389/fpsyg.2019.02572</field>
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<field name="value">The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ2, ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills.</field>
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<field name="value">This research was partially funded by the Research Group Recognized in Didactics of History and Social Sciences (DHISO), led by DO-S.</field>
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<field name="value">Frontiers in Psychology. 2019, V. 10</field>
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<field name="value">Reading conception</field>
<field name="value">Literacies</field>
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<field name="value">Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language</field>
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