Experiencia académica y estrategias de comprensión lectora en estudiantes universitarios de primer año

Abstract

Reading comprehension is crucial in the academic success. When students enter university, it is expected that they have a sufficient level of reading, but this isn't always the case. The objectives of this study are to know the level of reading comprehension of a group of freshmen students of pedagogy, and to recognize reading strategies used by a sub group. This is a transversal and descriptive study, with a non-probabilistic sample. The measures were done with two instruments: a reading comprehension test and a verbal protocol. The results show a low average achievement, a significant difference in achievement between competent readers and less competent readers, and a significant difference in achievement between students with university experience and students that come straight from high school. Furthermore, it is noticeable that competent readers use reading strategies effectively, which shows a larger reflection. In sum, it is possible to conclude that strategy use and academic experience are factors that affect reading achievement.