<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000100108</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i20.601</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la competencia lectora en la formación de estudiantes de bachillerato. Un estudio sobre los niveles de desarrollo logrados]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of Reading Competence in the Formation of High School Students. A Study on the Levels of Development Achieved]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da competência em leitura na formação de estudantes do ensino médio. Um estudo sobre os níveis de desenvolvimento alcançados]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Bonilla]]></surname>
<given-names><![CDATA[María Yanet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The analysis of reading competence in students from upper middle education it must be related to theoretical conceptions, the strategies to be implemented for its development, as well as the evaluation proposals on the performances achieved by the students in the levels of literal, inferential and critical-analogical reading. The objective of the present work was to diagnose the reading competence in the students for being one of the key communicative actions in their school and social formation. In order to reach this, a systematic review of the specialized literature on the topic of reading competence was carried out, in order to measure the levels of reading performance into the learners. The research was taken from the quantitative approach with a descriptive scope, because a series of educational events were searched to be interpreted. The design was not cross-sectional experimental, since an aptitude test was applied for the measurement of reading competence to students of the fifth semester of the 2017-2018 school year of three systems: the Centro Escolar Pdte. Gustavo Díaz Ordaz, the high schools of the Benemérita Universidad Autónoma de Puebla (BUAP) and the Colegio de Bachilleres del Estado de Puebla (Cobaep). The selection of study subjects was based on a non-probabilistic sample, when a subgroup of the population derived from the characteristics of their school contexts was chosen. The test was made by a set of questions that gave a series of results on the performance and management of the reading competition by the high school students. As a result of the research, it was found that the students have several levels of understanding such as: 1) to read the lines -the literal action-; 2) to read between lines -the implicit action-, and 3) to read behind the lines -the point of view, values and assumptions-. So, it is important to match these three levels of comprehension, which are part of the reading competence, because when the student dominates a text, he activates his learning dimensions when he estimates and performs in a complex situation. The student, from reading, has the ability to generate mental representations that are the basis of the functioning of reading competence, which reaches its relevance in contemporary scenarios for being the subject of attention in regional, national and international education systems. The upper middle education subsystems of Puebla must promote strategies that involve teachers and students in order to take advantage of the bibliographic collections, as well as generating actions that promote reading. Students are expected to share moments of consultation, research and reading with different purposes encouraging the interaction and exchange of ideas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A análise da proficiência em leitura em estudantes do ensino médio deve estar relacionada às concepções teóricas, às estratégias a serem implementadas para o seu desenvolvimento, bem como às propostas de avaliação dos desempenhos alcançados pelos alunos nos níveis de leitura inferencial e literal e Crítico-analógico. O objetivo deste trabalho foi diagnosticar a competência em leitura em alunos do referido nível como uma das principais ações comunicativas em sua escola e treinamento social. Para isso, foi realizada uma revisão sistemática da literatura especializada sobre o tema competência em leitura, a fim de mensurar os níveis de desempenho em leitura em estudantes. A pesquisa foi abordada a partir da abordagem quantitativa com escopo descritivo, pois buscou-se interpretar uma série de eventos educacionais. O desenho foi transversal não experimental, uma vez que foi aplicado um teste de aptidão para medir a proficiência em leitura de alunos no quinto semestre do ano letivo 2017-2018 de três subsistemas: o Pdte School Center. Gustavo Díaz Ordaz, o ensino médio da Universidade Autônoma Benemérita de Puebla (BUAP) e a Escola de Bacharéis do Estado de Puebla (Cobaep). A seleção dos sujeitos do estudo foi baseada em uma amostra não probabilística, escolhendo um subgrupo da população derivado das características de seus contextos escolares. O teste consistiu em um conjunto de perguntas que forneceram uma série de resultados sobre o desempenho e o gerenciamento da proficiência em leitura por estudantes do ensino médio. Como resultado da pesquisa, os alunos tiveram vários níveis de entendimento, como: 1) ler as linhas - a ação literal; 2) ler nas entrelinhas - ação implícita - e 3) ler nas entrelinhas - o ponto de vista, valores e premissas. Portanto, é importante harmonizar esses três níveis de entendimento, que fazem parte da competência de leitura, porque quando o aluno domina um texto, ele ativa suas dimensões de aprendizado, fazendo estimativas e agindo em uma situação complexa. O aluno, a partir da leitura, tem a capacidade de gerar representações mentais que constituem a base do funcionamento dessa competição, como um tópico de interesse nos sistemas educacionais regionais, nacionais e internacionais. Os subsistemas do ensino médio no estado de Puebla devem promover estratégias que envolvam professores e alunos para tirar proveito das coleções bibliográficas, além de gerar ações que promovam a leitura. Trata-se de estudantes que compartilham momentos de estudo, consulta e pesquisa com finalidades muito diferentes, a fim de favorecer a interação e a troca de idéias.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia lectora]]></kwd>
<kwd lng="es"><![CDATA[desarrollo]]></kwd>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="en"><![CDATA[reading competence]]></kwd>
<kwd lng="en"><![CDATA[development]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[comparative study]]></kwd>
<kwd lng="pt"><![CDATA[competência em leitura]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[estudo comparativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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