<?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>2007-7890</journal-id>
<journal-title><![CDATA[Dilemas contemporáneos: educación, política y valores]]></journal-title>
<abbrev-journal-title><![CDATA[Dilemas contemp. educ. política valores]]></abbrev-journal-title>
<issn>2007-7890</issn>
<publisher>
<publisher-name><![CDATA[Asesorías y tutorías para la investigación científica en la Educación Puig-Salabarría S.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-78902021000600008</article-id>
<article-id pub-id-type="doi">10.46377/dilemas.v8i.2756</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de la Comprensión Lectora en estudiantes universitarios de nuevo ingreso]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of Reading Comprehension in newly admitted university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Domínguez]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Zavala]]></surname>
<given-names><![CDATA[Eve Michelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Carmen Facultad de Ciencias de la Salud Depto. de psicología]]></institution>
<addr-line><![CDATA[Ciudad del Carmen Campeche]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Carmen Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Ciudad del Carmen Campeche]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>spe4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-78902021000600008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-78902021000600008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-78902021000600008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se llevó a cabo un estudio de tipo cuantitativo, de corte transversal y descriptivo, el objetivo fue caracterizar el nivel de Comprensión Lectora (Cl) en ingresantes universitarios, se aplicó el instrumento Comprensión lectora [ICLAU] de Guerra y Guevara (2013) a una muestra de 52 escolares mexicanos. Al examinar los cinco niveles de Cl se obtuvo que el 50% de los participantes se encuentran en un nivel menor al requerido para sus estudios universitarios, el 46% alcanza una competencia lectora suficiente, pero con dificultades y el 4% restante logra obtener una Cl satisfactorio. Los tres niveles de Cl con mayor número de estudiantes en rangos insatisfactorios fueron el nivel de reorganización de la información (28.8%); crítico (67.3%) y de apreciación (86.5%).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A quantitative, cross-sectional, and descriptive study was carried out, the objective was to characterize the level of Reading Comprehension (Cl) in university entrants, the Reading Comprehension [ICLAU] instrument by Guerra and Guevara (2013) was applied to a sample of 52 Mexican schoolchildren. When examining the five levels of Cl, it was found that 50% of the participants are at a level lower than that required for their university studies, 46% achieve sufficient reading proficiency, but with difficulties and the remaining 4% manage to obtain a Cl satisfactory. The three levels of CI with the highest number of students in unsatisfactory ranges were the level of reorganization of information (28.8%); critical (67.3%) and appreciation (86.5%).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios de nuevo ingreso]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[new college students]]></kwd>
</kwd-group>
</article-meta>
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