<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042023000301203</article-id>
<article-id pub-id-type="doi">10.18861/cied.2023.14.2.3375</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study]]></article-title>
<article-title xml:lang="es"><![CDATA[Creencias lectoras de profesores de idiomas en formación mexicanos: un estudio Likert]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crenças leitoras de professores de línguas em formação mexicanos: um estudo Likert]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perales-Escudero]]></surname>
<given-names><![CDATA[Moisés Damián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garduño Buenfil]]></surname>
<given-names><![CDATA[Mizael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portillo Campos]]></surname>
<given-names><![CDATA[Vilma Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042023000301203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042023000301203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042023000301203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to report the adaptation of a new version of the Scale of Implicit Theories of Reading Comprehension (ETICOLEC as per its Spanish acronym) with a sample of 77 randomly chosen English majors at a peripheral campus of a small university in the Southeast of Mexico. The ETICOLEC Likert scale was originally designed to measure the reading comprehension beliefs of middle school teachers of several subjects. Hence, it was necessary to adapt it to identify the beliefs of pre-service language teachers. A standard procedure recommended by the literature (Prat &amp; Doval, 2005) was used to add new items to the scale and test its psychometric properties using principal component analysis and internal consistency analysis with Cronbach´s alpha. Calculations were performed using the Statistical Package for the Social Sciences (SPSS, v. 26). As with the original ETICOLEC, this adapted version yielded five internally consistent sub-scales, albeit slightly different from the original ones. Each subscale measures an implicit theory or group of beliefs about reading comprehension. As a secondary, exploratory goal, we also describe the participants according to their implicit theories. Most participants held implicit theories that are functional for the kinds of epistemic reading tasks required by their university education. However, a large minority did not appear to hold any firm beliefs about reading, suggesting insufficient exposure to various complex reading tasks and genres. This situation must be addressed to ensure these pre-service teachers become effective reading teachers]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo persigue reportar la adaptación de una nueva versión de la Escala de Teorías Implícitas de la Comprensión Lectora (ETICOLEC) con una muestra de 77 estudiantes de una licenciatura en enseñanza del inglés, elegidos al azar en un campus periférico de una universidad pública pequeña del sureste de México. La ETICOLEC es una escala tipo Likert que fue originalmente diseñada para medir las creencias sobre la comprensión lectora de profesores de secundaria de varias materias. Por lo tanto, se hizo necesario adaptarla para identificar las creencias lectoras de profesores de lenguas en formación. Se siguió el procedimiento de Prat y Doval (2005) para añadir nuevos ítems a la escala y verificar sus propiedades psicométricas usando análisis de componentes principales y de consistencia interna de cada subescala con alfa de Cronbach. Las estadísticas se computaron usando el software Statistical Package for the Social Sciences (SPSS, v. 26). Como en la ETICOLEC original, esta versión adaptada arrojó cinco subescalas con buena consistencia interna, aunque ligeramente distintas de las originales. Cada una mide una teoría implícita o grupo de creencias sobre la comprensión lectora. Como objetivo secundario y exploratorio, describimos las teorías implícitas presentes en la muestra. La mayoría de los participantes se adhirieron a teorías implícitas funcionales para las tareas de lectura epistémica requeridas en su formación universitaria. Sin embargo, una minoría considerable pareció no sostener ninguna creencia firme sobre la lectura. Ello sugiere una participación insuficiente en una variedad adecuada de géneros y tareas de lectura complejas. Esta situación debe atenderse para mejorar las posibilidades de que estos docentes sean capaces de enseñar comprensión lectora de manera eficaz]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem como objetivo relatar a adaptação de uma nova versão da Escala de Teorias Implícitas de Compreensão de Leitura (ETICOLEC) com uma amostra de 77 alunos de uma licenciatura em ensino de inglês eleitos ao azar em um campus universitário de uma universidade pública pequena do sudeste do México. O ETICOLEC é uma escala do tipo Likert que foi originalmente projetada para medir as crenças dos professores do ensino médio sobre a compreensão da leitura em várias disciplinas. Portanto, tornou-se necessário adaptá-la para identificar as crenças de leitura de professores de línguas em formação. O procedimento de Prat e Doval (2005) foi seguido para adicionar novos itens à escala e verificar suas propriedades psicométricas usando análise de componentes principais e análise de consistência interna de cada subescala com alfa de Cronbach. As estatísticas foram computadas usando o software Statistical Package for the Social Sciences (SPSS, v. 26). Assim como no ETICOLEC original, esta versão adaptada gerou cinco subescalas com boa consistência interna, embora ligeiramente diferentes das originais. Cada um mede uma teoria implícita ou um conjunto de crenças sobre a compreensão da leitura. Como objetivo secundário e exploratório, descrevemos as teorias implícitas presentes na amostra. A maioria dos participantes aderiu a teorias implícitas funcionais para as tarefas de leitura epistêmica exigidas em sua educação universitária. No entanto, uma minoria considerável parecia não ter uma crença firme sobre a leitura. Isso sugere participação insuficiente em uma variedade apropriada de gêneros e tarefas de leitura complexas. Esta situação deve ser abordada para melhorar as chances de que esses professores sejam capazes de ensinar a compreensão da leitura de forma eficaz.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[language teachers]]></kwd>
<kwd lng="en"><![CDATA[Likert scales]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[profesores de lenguas]]></kwd>
<kwd lng="es"><![CDATA[escalas tipo Likert]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[crenças]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[professores de línguas]]></kwd>
<kwd lng="pt"><![CDATA[escalas Likert]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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