Inferential reading comprehension level and its relationship with the production of argumentative texts

Abstract

The aim of this paper is to demonstrate the relationship between the inferential level of reading comprehension and the production of argumentative texts in higher education students. The inferential level of reading comprehension is the reader's ability to understand what is read in order to deduce implicit information from what is explicit. Argumentative textual production involves postulating arguments that support a point of view in a cohesive and coherent manner, considering the text structure. The research has a quantitative approach, with a non-experimental design, and a descriptive correlational level. The probabilistic sample included 132 students of General Studies of a private Higher Institute (Senati). Results show a direct positive correlation through Spearman's Rho r=0.375 and a p-value 0.001 between the inferential level of reading comprehension and argumentative texts. The conclusion is that there is a meaningful relationship between the inferential level of reading comprehension and superstructure in the production of argumentative texts.