The Impact of Reading Policies and Curricular Guidelines on Basic Education
Contemporary society has implemented public policies to teach citizens to read and foster their reading competences. In this sense, it is important to recognize the relevance and the scope of reading at the different stages of education. The objective of the systematic review conducted in this artic...
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| Format: | Article |
| Language: | English |
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Corporación Universitaria Remington
2025-04-01
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| Series: | RHS Revista Humanismo y Sociedad |
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| Online Access: | http://fer.uniremington.edu.co/ojs/index.php/RHS/article/view/735 |
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| author | Andrés Mahecha Ovalle |
| author_facet | Andrés Mahecha Ovalle |
| author_sort | Andrés Mahecha Ovalle |
| collection | DOAJ |
| description | Contemporary society has implemented public policies to teach citizens to read and foster their reading competences. In this sense, it is important to recognize the relevance and the scope of reading at the different stages of education. The objective of the systematic review conducted in this article is to describe the impact of educational policies and curricular guidelines for basic education on reading processes. To this end, the Prisma methodology was applied to collect and analyze 41 research articles registered in Scopus and Web of Science (WoS) from 2014 to 2024. The results highlight six aspects that—according to educational policy and curricular guidelines—have a significant impact on reading processes: An ineffectiveness of curricular formulations, the teachers’ beliefs, the use of translingualism in classrooms, the shortcomings in the teachers’ mastery of instruction language, the disconnection between educational commitments and social contexts, and, finally, a lack of strategies to promote critical reading. The conclusions include that the implementation of educational policies for reading faces serious challenges due to their decontextualization, the determining role of teachers’ beliefs, and the incoherence of curricular guidelines. |
| format | Article |
| id | doaj-art-32ee4c2e30c4414db65637cdab1f4d3d |
| institution | OA Journals |
| issn | 2339-4196 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Corporación Universitaria Remington |
| record_format | Article |
| series | RHS Revista Humanismo y Sociedad |
| spelling | doaj-art-32ee4c2e30c4414db65637cdab1f4d3d2025-08-20T02:26:06ZengCorporación Universitaria RemingtonRHS Revista Humanismo y Sociedad2339-41962025-04-01131118https://doi.org/10.22209/rhs.v13n1a07The Impact of Reading Policies and Curricular Guidelines on Basic EducationAndrés Mahecha Ovalle0https://orcid.org/0000-0003-1702-9080Universidad Metropolitana de Educación, Ciencia y Tecnología (UMECIT), Ciudad de Panamá, PanamáContemporary society has implemented public policies to teach citizens to read and foster their reading competences. In this sense, it is important to recognize the relevance and the scope of reading at the different stages of education. The objective of the systematic review conducted in this article is to describe the impact of educational policies and curricular guidelines for basic education on reading processes. To this end, the Prisma methodology was applied to collect and analyze 41 research articles registered in Scopus and Web of Science (WoS) from 2014 to 2024. The results highlight six aspects that—according to educational policy and curricular guidelines—have a significant impact on reading processes: An ineffectiveness of curricular formulations, the teachers’ beliefs, the use of translingualism in classrooms, the shortcomings in the teachers’ mastery of instruction language, the disconnection between educational commitments and social contexts, and, finally, a lack of strategies to promote critical reading. The conclusions include that the implementation of educational policies for reading faces serious challenges due to their decontextualization, the determining role of teachers’ beliefs, and the incoherence of curricular guidelines.http://fer.uniremington.edu.co/ojs/index.php/RHS/article/view/735reading policycurriculum guidelinesbasic educationreading |
| spellingShingle | Andrés Mahecha Ovalle The Impact of Reading Policies and Curricular Guidelines on Basic Education RHS Revista Humanismo y Sociedad reading policy curriculum guidelines basic education reading |
| title | The Impact of Reading Policies and Curricular Guidelines on Basic Education |
| title_full | The Impact of Reading Policies and Curricular Guidelines on Basic Education |
| title_fullStr | The Impact of Reading Policies and Curricular Guidelines on Basic Education |
| title_full_unstemmed | The Impact of Reading Policies and Curricular Guidelines on Basic Education |
| title_short | The Impact of Reading Policies and Curricular Guidelines on Basic Education |
| title_sort | impact of reading policies and curricular guidelines on basic education |
| topic | reading policy curriculum guidelines basic education reading |
| url | http://fer.uniremington.edu.co/ojs/index.php/RHS/article/view/735 |
| work_keys_str_mv | AT andresmahechaovalle theimpactofreadingpoliciesandcurricularguidelinesonbasiceducation AT andresmahechaovalle impactofreadingpoliciesandcurricularguidelinesonbasiceducation |