Abstract

MORALES, Germán et al. Theoretical Content of Text and Formation of Reading Skills among Psychology Students. RMIE [online]. 2013, vol.18, n.56, pp.91-111. ISSN 1405-6666.

Based on the model of reading adjustment, the present study evaluated the interaction between the theoretical content of the text and the type of reading criteria established for performing tasks of reading adjustment. The participants were twenty psychology students assigned to one of four groups, which were differentiated by the type of theo-retical content of the text (mentalist or behavioral) and the variability of the criteria established for reading. The initial evaluation of the participants was followed by the intervention and a second evaluation. The findings show that establishing variable criteria has a positive effect on performance in the second evaluation, independent from the theoretical content of the text read. The results are discussed in terms of the role of the text's theoretical content in the formation of reading skills.

Keywords : reading comprehension; learning strategies; skills; reading habits; higher education; Mexico.

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