Factors that determine the low reading frequency of psychology texts

Abstract

The aim of this present study was to analyze the factors that determine the lack of programmed text reading in a subject called Psychology of the Disabled. This process was conducted through the Questioning Methodology by Charles Maguerez. The subjects of this investigation were six students enrolled for this subject and two teachers of this same subject (Psychology of the Disabled). Data were collected by interviews which led to the student opinion about the reading importance in their graduation course, the procedure used as reading guide and the way the reading content was treated after being read. The analysis of the results showed that the gap between theory and practice, the lack of reading habits an dthe kind of curriculum they have got, are factors that determine the lack of reading in the mentioned subject. Furthermore, some suggestions were added to change the present situation : to change the structure and procedure of theory class, relating it to a more practical content; to use pedagogical strategies in theory classes that provide a more active involvement of the student in the process of reading; programme specific reading courses for 3rd degree students that help them read in a constructive and critical way; to make teachers able to use the student reading as a way to connect and integrate the subjects through their contents.