Levels of reading comprehension in Ecuadorian university students
Abstract
This study analyzes the reading comprehension of university students from the School of Business Administration of the Pontificia Universidad Católica del Ecuador-Ambato. Reading comprehension levels were measured in their literal, inferential and critical dimensions, and their relationship with gender and academic semester was explored. A quantitative approach was used with a sample of 114 students (46 men and 68 women), applying the ICLAU to evaluate reading comprehension. The results showed that women outperformed men in all categories, especially in the inferential and critical dimensions. Furthermore, there were no significant improvements in performance as the semesters progressed. A generalized deficiency in reading comprehension was identified and the need for specific pedagogical interventions to improve these skills, in addition to integrating reading comprehension transversally into the university curriculum.
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