Person: Cubillos, Montserrat
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Cubillos
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Montserrat
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Publication Examining Adolescent Reading Engagement: Design and Validation of the Teacher-Reported Reading Engagement Survey (TRRES)(2025) Cubillos, Montserrat; Zegers, Mónica; Inciarte, HimilconThis study aimed to design and validate the Teacher-Reported Reading Engagement Survey (TRRES) to complement self-reported measures and comprehensively assess reading engagement among adolescents. Drawing insights from literature and expert feedback, a new 10-item Likert scale instrument was created, capturing three facets of reading engagement: behavioral, social, and cognitive (Lee et al., 2021). A sample of 534 low-income 8th and 9th graders from Santiago, Chile, was used to assess TRRES’s reliability for educational settings. Face validity was confirmed through expert reviews and exit interviews. Internal validity was rigorously assessed with Item Response Theory (IRT). Specifically, a polytomous Rasch model confirmed a unidimensional construct. For reliability measures, Expected A Posteriori (EAP) and Cronbach’s alpha were used, resulting in very high reliability (EAP = 0.83; alpha = 0.96). To increase TRRES' practical use among teachers, a 3-item version (TRRES-A) was evaluated following criteria of being short and easy to use, yielding high reliability (EAP = 0.79; alpha = 0.87). Results highlight TRRES-A as a short, practical, and highly reliable screener for measuring reading engagement through adolescence. The initial 10-item version, suitable for qualitative purposes, complements the shorter version’s practicality. Limitations include the TRRES's constrained sensitivity in distinguishing students with low levels of engagement, emphasizing the need for fine-grained analyses that yield this type of finding and inform stakeholders' decisions when choosing an instrument. Findings suggest valuable applications for educators, researchers, and policymakers seeking nuanced insights into reading engagement among adolescents.Publication Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading(2024) Cubillos, Montserrat; Gerias Inostroza, MarianaShared reading sessions utilizing dialogic reading methods have shown promise in supporting children’s language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood educators and children aged 1 to 6. In total, 1289 sequences were examined for adherence to the PEER structure (prompt, evaluate, expand, and repeat), prompt type, and rate and length of children’s answer. Results showed that, on average, PSECEs executed sequences of 1.75 steps, with only 5% of all sequences reaching the final step. Furthermore, the study investigated the types of prompts employed by PSECEs. Notably, 69% of the prompts included questions, with wh-word-initiated questions comprising 46% of the total questions. Within this category, 16% were classified as high-challenge. Merely 7% of all prompts featured high-challenge questions. Children’s response rates were notably higher for prompts containing questions compared to other types of prompts, as well as for those containing wh-questions compared to other question types. Moreover, children’s answers were observed to be longer in response to prompts including high-challenge questions in contrast to other prompt types. Implications of these findings and future lines of research are discussed.Publication The Evolving Relationship Between Reading Motivation and Achievement: A Longitudinal Study(2025) Troncoso, Rodrigo; Cubillos, MontserratThis study examined the reciprocal relationship between reading engagement or motivation and reading achievement across primary and secondary grades in Chile. Using longitudinal SIMCE data from a cohort of 47,073 students assessed in Grade 4 (ages 9–10), Grade 8 (ages 13–14), and Grade 10 (ages 15–16), the study employed structural equation modeling to explore how reading comprehension and motivation influenced one another over time. Results revealed strong temporal stability in both constructs, with reading achievement showing robust continuity across all time points. From Grade 4 to Grade 8, reading achievement more strongly predicted later motivation than the reverse. In contrast, from Grade 8 to Grade 10, motivation became a stronger predictor of reading achievement. These findings suggest a shift in the directionality of influence, with motivation playing an increasingly important role in sustaining reading performance during secondary school. The results provide evidence on what to prioritize at different stages: in primary school, securing strong reading skills is essential for later engagement, while in secondary school, fostering motivation becomes key to maintaining achievement. In this way, the study offers guidance for schools and policymakers on how to design stage-specific strategies that support both skill development and long-term engagement with reading.