ECOMPLEC: Un Modelo de Evaluación de la Comprensión Lectora en Diversos Tramos de la Educación Secundaria

Abstract

The main objective of this study was to validate the ECOMPLEC model at two educational levels (2nd and 4th years) pertaining to ESO (Compulsory High School education). This model proposed a degree of asymmetry in reading comprehension based on three fundamental aspects: Types of knowledge (conceptual, episodic, scientific, and metacognitive), two levels of representation (text base and situational model) and three types of texts (narrative, expository and discontinuous). Results showed differences in reading comprehension between both groups analyzed, among the three types of texts and types of knowledge, as well as in the two levels of representation. Finally, results also showed a certain degree of asymmetry in reading comprehension in both groups, where a significant number of students obtained good results in one text but not in the others. These data support important information about reading comprehension strategies and new educational applications. (English)