First year univeristy students: a study on their beliefs about learning through reading in an academic writing context

In this paper we describe and analyze the conceptions of learning from reading academic texts that keep college students, freshmen to education science, in the situation of reading to writing with peers. The theoretical assumption is supported by research on conceptions about learning, understood as implicit theories (direct, interpretative and constructive) and scientific approaches to reading (skills, interactive and transactional). Reprinted by permission of EOS Publishing and University of Almería (Spain)