2026-07-06T08:01:30Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/111492025-12-17T01:05:50Zcom_10259_4365com_10259_5086com_10259_2604col_10259_4366

Ortega Sánchez, Delfín Sanz de La Cal, Esther Ibáñez Quintana, Jaime 2025-12-16T13:28:44Z 2025-12-16T13:28:44Z 2019-11 https://hdl.handle.net/10259/11149 10.3389/fpsyg.2019.02572 1664-1078 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. This research was partially funded by the Research Group Recognized in Didactics of History and Social Sciences (DHISO), led by DO-S. application/pdf eng Frontiers Frontiers in Psychology. 2019, V. 10 https://doi.org/10.3389/fpsyg.2019.02572 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Reading conception Literacies Social thinking Textbook activities Primary education Educación Libros de texto Comprensión lectora Education Textbooks Reading comprehension Literacies and the Development of Social, Critical, and Creative Thought in Textbook Activities for Primary Education in Social Sciences and the Spanish Language info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Frontiers in Psychology 10