<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412017000200078</article-id>
<article-id pub-id-type="doi">10.24320/redie.2017.19.2.1125</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variables académicas, comprensión lectora, estrategias y motivación en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Variables, Reading Comprehension, Strategies and Motivation in University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra García]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guevara Benitez]]></surname>
<given-names><![CDATA[Carmen Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>78</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412017000200078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412017000200078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412017000200078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo fue evaluar diversos niveles de comprensión lectora en estudiantes universitarios, relacionándolos con el uso de estrategias y motivación, y variables sociodemográficas y académicas. La muestra de 570 participantes se obtuvo por muestreo probabilístico estratificado de tipo proporcional. Se aplicaron dos instrumentos validados y un cuestionario. Los datos se analizaron con pruebas estadísticas ANOVA y t de Student. Los resultados indicaron promedios alrededor del 66% de ejecución en comprensión y del 69% en estrategias lectoras y motivación; el mayor porcentaje de alumnos dedicó entre seis y diez horas semanales a la lectura. Se obtuvieron diferencias estadísticamente significativas relacionadas con el grado académico: no contar con un empleo, promedio académico, contar con beca, género de los participantes, haber presentado exámenes extraordinarios y, en especial, con el tiempo dedicado a la lectura. El coeficiente Pearson arrojó una correlación positiva entre comprensión lectora y estrategias de lectura y motivación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective was to assess different levels of reading comprehension in university students and associate them with the use of strategies and motivation, and sociodemographic and academic variables. The sample of 570 participants was obtained through proportional stratified probability sampling. Two validated instruments and a questionnaire were applied. Data was analyzed using the ANOVA and Student&#8217;s t tests. Results showed mean values around 66% in comprehension and 69% in reading strategies and motivation; students that spent between six and ten hours a week reading made up the highest percentage. Statistically significant differences were observed with respect to the student&#8217;s year: not having a job, average grade, having a scholarship, participants&#8217; sex, having taken make-up exams and, in particular, time spent reading. Pearson&#8217;s coefficient produced a positive correlation between reading comprehension and reading strategies and motivation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[variables académicas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[reading strategies]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[academic variables]]></kwd>
<kwd lng="en"><![CDATA[collage students]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reading in a Foreign Language]]></source>
<year>2009</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-59</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
