Reading of unpublished stories in adolescents of 14 to 15 years: a bibliographical revision

Abstract

Introduction: This research analyzes the importance of reading unpublished short stories among adolescents aged 14 to 15, given the evidence of insufficient reading habits in this age group due to the predominance of electronic device use. This situation affects the cognitive, linguistic, and socio-emotional development of adolescents, despite the fact that reading is a fundamental tool for academic and personal development. Materials and methods: A qualitative approach with an exploratory scope was used, based on a systematic review according to the PRISMA protocol. The search was conducted in databases such as Dialnet, Redalyc, and university repositories, using search strings with Boolean operators (AND, OR, NOT). Results: The findings show that a lack of interest in reading negatively impacts reading comprehension, academic performance, and the analytical and reflective capacity of adolescents. Unpublished short stories offer a space of freedom and novelty that transforms the relationship with reading and writing by allowing for interpretation, feeling, and creation. The causes of disinterest include excessive use of social media and video games, unmotivating traditional methodologies, a lack of reading habits at home, and limited promotion of critical thinking in educational settings. Discussion: The results are consistent with studies that indicate a relationship between reading unpublished stories and the development of reading skills, as well as with research that highlights the need for innovative strategies to counteract reading disinterest in adolescents. Conclusions: Reading unpublished stories to adolescents is a valuable pedagogical tool for developing reading and socio-emotional skills. It is necessary to implement active and innovative methodologies that respond to adolescent interests, foster participatory reading spaces, strengthen teacher training in reading promotion strategies, and promote educational policies that integrate reading as a transformative experience into the school curriculum.