Reading Comprehension and School Performance
This study is aimed to determine the relationships between the level of reading comprehension of the students and their academic performance. A descriptive study and a correlational statistical analysis are carried out. The Reading Competency Test for High School was applied to students of both sexe...
| Main Authors: | , , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8126 |
| _version_ | 1802223944908931072 |
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| author | GARCÍA GARCÍA, MIGUEL ÁNGEL ARÉVALO DUARTE, MAYRA ALEJANDRA HERNÁNDEZ SUÁREZ, CÉSAR AUGUSTO |
| author_facet | GARCÍA GARCÍA, MIGUEL ÁNGEL ARÉVALO DUARTE, MAYRA ALEJANDRA HERNÁNDEZ SUÁREZ, CÉSAR AUGUSTO |
| author_sort | GARCÍA GARCÍA, MIGUEL ÁNGEL |
| collection | OJS |
| description | This study is aimed to determine the relationships between the level of reading
comprehension of the students and their academic performance. A descriptive study and
a correlational statistical analysis are carried out. The Reading Competency Test for High
School was applied to students of both sexes among ages of 13 and 14 of the ninth grade
of basic education of a public educational institution. From the descriptive analysis the
students present difficulties at a textual, inferential and contextual level; in the correlation-
al analysis of the data of the different subjects (natural sciences, social sciences, Spanish
language and mathematics) they have a positive significant correlation, but it does not
necessarily mean the existence of a cause-effect relationship |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8126 |
| institution | Revista Cuadernos de Lingüística Hispánica |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-81262022-06-15T16:37:31Z Reading Comprehension and School Performance La comprensión lectora y el rendimiento escolar La compréhension de lecture et la réussite scolaire Compreensão em Leitura e Desempenho Escolar GARCÍA GARCÍA, MIGUEL ÁNGEL ARÉVALO DUARTE, MAYRA ALEJANDRA HERNÁNDEZ SUÁREZ, CÉSAR AUGUSTO reading comprehension school performance learning strategies comprensión lectora rendimiento escolar estrategias de aprendizaje. compréhension de lecture réussite scolaire stratégies d’apprentissage compreensão de leitura desempenho escolar estratégias de aprendizagem This study is aimed to determine the relationships between the level of reading comprehension of the students and their academic performance. A descriptive study and a correlational statistical analysis are carried out. The Reading Competency Test for High School was applied to students of both sexes among ages of 13 and 14 of the ninth grade of basic education of a public educational institution. From the descriptive analysis the students present difficulties at a textual, inferential and contextual level; in the correlation- al analysis of the data of the different subjects (natural sciences, social sciences, Spanish language and mathematics) they have a positive significant correlation, but it does not necessarily mean the existence of a cause-effect relationship Este escrito pretende determinar las posibles relaciones entre el nivel de comprensión lectora de los estudiantes y su desempeño académico. Se realiza un estudio descriptivo y un análisis estadístico correlacional. Se aplicó el instrumento Prueba de Competencia Lectora para Educación Secundaria (CompLEC) a estudiantes de ambos sexos con edades comprendidas entre los 13 y 14 años del grado noveno de educación básica de una institución educativa pública. A partir del análisis descriptivo, los estudiantes presentan dificultades en el orden textual, inferencial y contextual; en el análisis correlacional de los datos de las diferentes asignaturas (Ciencias Naturales, Ciencias Sociales, Lengua Castellana y Matemáticas) tienen una correlación significativa positiva, pero no significa necesariamente la existencia de una relación de causa-efecto. et écrit vise à déterminer les possibles rapports entre le niveau de compréhension de lecture des apprenants et leurs résultats académiques. On a réalisé une étude descriptive et une analyse statistique de corrélation. On a utilisé l’instrument Épreuve de Compétence de Lecture pour Éducation Secondaire (CompLEC) avec des élèves de deux sexes, à la tranche d’âge de 13 et 14 ans, de la 3 ème d’une institution éducative du secteur publique. À partir de l’analyse descriptive, les apprenants présentent des difficultés concernant l’ordre textuel, inférentiel et contextuel. Dans l’analyse de corrélation des données de différents cours (Sciences Naturelles, Sciences Sociales, Espagnol et Mathématiques) ils ont une corrélation significative positive, mais cela ne montre pas forcément l’existence d’un rapport de cause-effet Este artigo tem como objetivo determinar as possíveis relações entre o nível de compreensão de leitura dos alunos e seu desempenho acadêmico. Um estudo descritivo e uma análise estatística correlacional são realizados. O instrumento do Teste de Competên- cia de Leitura para o Ensino Secundário (CompLEC) foi aplicado a estudantes de ambos os sexos com idades entre 13 e 14 anos do nono ano do ensino meio de uma instituição pública de ensino. A partir da análise descritiva, os alunos apresentam dificuldades na ordem textual, inferencial e contextual; na análise correlacional dos dados das diferentes disciplinas (Ciências Naturais, Ciências Sociais, Língua Espanhola e Matemática), elas têm uma correlação positiva significativa, mas não significa necessariamente a existência de uma relação de causa e efeito Universidad Pedagógica y Tecnológica de Colombia 2018-06-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8126 10.19053/0121053X.n32.2018.8126 Cuadernos de Lingüística Hispánica; No. 32: July - December 2018; 155-174 Cuadernos de Lingüística Hispánica; Núm. 32: (julio - diciembre de 2018); 155-174 2346-1829 0121-053X spa https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8126/6598 Copyright (c) 2018 Cuadernos de Lingüística Hispánica |
| spellingShingle | reading comprehension school performance learning strategies comprensión lectora rendimiento escolar estrategias de aprendizaje. compréhension de lecture réussite scolaire stratégies d’apprentissage compreensão de leitura desempenho escolar estratégias de aprendizagem GARCÍA GARCÍA, MIGUEL ÁNGEL ARÉVALO DUARTE, MAYRA ALEJANDRA HERNÁNDEZ SUÁREZ, CÉSAR AUGUSTO Reading Comprehension and School Performance |
| title | Reading Comprehension and School Performance |
| title_alt | La comprensión lectora y el rendimiento escolar La compréhension de lecture et la réussite scolaire Compreensão em Leitura e Desempenho Escolar |
| title_full | Reading Comprehension and School Performance |
| title_fullStr | Reading Comprehension and School Performance |
| title_full_unstemmed | Reading Comprehension and School Performance |
| title_short | Reading Comprehension and School Performance |
| title_sort | reading comprehension and school performance |
| topic | reading comprehension school performance learning strategies comprensión lectora rendimiento escolar estrategias de aprendizaje. compréhension de lecture réussite scolaire stratégies d’apprentissage compreensão de leitura desempenho escolar estratégias de aprendizagem |
| topic_facet | reading comprehension school performance learning strategies comprensión lectora rendimiento escolar estrategias de aprendizaje. compréhension de lecture réussite scolaire stratégies d’apprentissage compreensão de leitura desempenho escolar estratégias de aprendizagem |
| url | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/8126 |
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