Estilos de aprendizaje, estrategias de lectura y su relación con el rendimiento académico de la lengua extranjera

Abstract

This research aims to find out the relationship among learning reflexive, active, pragmatic and theoretical styles, reading strategies, and the proficiency level in the English language. The instruments were applied to second- academic-year students of the Ciego de Avila University, the reliability and validity of the instruments were confirmed by methods as Alpha and factorial analysis throughout the SPSS. The results were analyzed and compared and the main results showed that the predominance in pragmatic and reflexive styles are associated to more frequent use of reading strategies, and they have a great influence in high academic results of the English language.