Levels of acquisition of the performances in reading: Comparative study between the Degrees of Early Childhood and Primary Education

This study is part of the European Project "Reading Communities from paper books to dig-ital era" (READ-COM) whose purpose is to raise awareness among families, schools, teach-ers, and university students (future teachers) about the importance of reading and provide innovative resources to improve reading practices at home and at school. In this case, the actions in reading of the students of the last year of the Degrees of Early Childhood Edu-cation and Primary Education are examined as a means that facilitates the transit between stages in relation to the learning and consolidation of reading in students of 3-12 years. The levels of acquisition of strategies in reading of fourth-year students of both degrees have been described comparatively. To this end, a quantitative study has been carried out, in which 237 university students have participated, of which 108 students correspond to the Degree of Early Childhood Education and 129 of Primary Education. The language skills acquired at Degrees of Early Childhood Education and Primary Edu-cation have been identified. The competencies with the highest prevalence in the level of early childhood education have been the competence in Psychopedagogical Principles and Methodology of Learning and Organization of activities. There is a greater similarity in the scores related to Resources and Evaluation. The differences detected ratify the hypothesis raised in this work, so it is evident the need for the initial training of teachers of these educational stages to enhance actions that con-nect and interrelate the educational process of students from 3 to 12 years.