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Este estudo analisa a compreensão de leitura de estudantes universitários da Escola de Administração de Empresas da Pontificia Universidad Católica del Ecuador-Ambato. Os níveis de compreensão de leitura foram medidos em suas dimensões literal, inferencial e crítica, e foi explorada sua relação com o gênero e o semestre acadêmico. Foi utilizada uma abordagem quantitativa com uma amostra de 114 alunos (46 homens e 68 mulheres), aplicando o ICLAU para avaliar a compreensão de leitura. Os resultados mostraram que o gênero feminino superou o masculino em todas as categorias, especialmente nas dimensões inferencial e crítica. Além disso, não houve melhora significativa no desempenho à medida que os semestres avançavam. Foi identificada uma deficiência generalizada na compreensão de leitura e a necessidade de intervenções pedagógicas específicas para melhorar essas habilidades, bem como a necessidade de integrar a compreensão de leitura de forma transversal no currículo universitário.
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