<?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>S1607-40412017000400001</article-id>
<article-id pub-id-type="doi">10.24320/redie.2017.19.4.1282</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acceso léxico y lectura de textos en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Lexical Access and Text Reading in University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[Ariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balbi]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luis]]></surname>
<given-names><![CDATA[Agustina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1</fpage>
<lpage>8</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412017000400001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412017000400001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412017000400001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Diversos estudios han mostrado que las habilidades relacionadas con el reconocimiento de la palabra escrita predicen la comprensión lectora durante los primeros años escolares, pero no así en los años superiores planteando incluso que llegarían a ser habilidades independientes. En este trabajo nos propusimos analizar, a partir de una muestra de 2,403 estudiantes de primer año de universidad, la relación entre el reconocimiento de la palabra escrita, considerando los aspectos de precisión y velocidad, y la lectura de textos escritos elaborados por docentes de Literatura en el bachillerato. Los resultados dan muestra de una relación significativa leve entre el reconocimiento de la palabra escrita y la respuesta efectiva a preguntas de comprensión de textos escritos, en estudiantes con dificultades en el acceso lector. Se discuten estos resultados en el marco de los modelos cognitivos de la lectura que destacan el conocimiento léxico-semántico en el acceso léxico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-year undergraduate students, the relationship between written-word recognition - based on accuracy and speed - and the ability to read texts written by high-school literature teachers. The results show a slight but significant relationship between written-word recognition and correct answers to comprehension questions about written texts, in students with difficulties in reading access. These results are discussed within the framework of cognitive reading models that emphasize lexico-semantic knowledge in lexical access.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[reconocimiento de palabras]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[word recognition]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Comprensión lectora y reconocimiento de palabras]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Balbi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Trías]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciencias Psicológicas]]></source>
<year>2009</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-60</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Profiles of children with specific reading comprehension difficulties]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cain]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Oakhill]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2006</year>
<volume>76</volume>
<page-range>683-96</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Cómo mejorar la capacidad inferencial en estudiantes universitarios]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cisneros]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Olave]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación y Educadores]]></source>
<year>2012</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-61</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cornoldi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[De Beni]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pazzaglia]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profiles of reading comprehension difficulties: an analysis of single cases]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cornoldi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Oakhill]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reading comprehension difficulties: processes and intervention]]></source>
<year>1996</year>
<page-range>113-36</page-range><publisher-loc><![CDATA[Nueva Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Impacto y funcionamiento diferencial de los ítems respecto al género en el Test de Eficacia Lectora (TECLE)]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Gründel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciencias Psicológicas]]></source>
<year>2011</year>
<volume>1</volume>
<page-range>47-60</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Trías]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponce de León]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluación del nivel lector. Manual técnico del Test de Eficacia Lectora de J. Marín y M. Carrillo]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Montevideo ]]></publisher-loc>
<publisher-name><![CDATA[Prensa Médica Latinoamericana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Acceso léxico y comprensión lectora: un estudio con jóvenes universitarios]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fajardo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Electrónica de Investigación Educativa]]></source>
<year>2012</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>25-33</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gough]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoover]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Peterson]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Some observations of a simple view of reading]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cornoldi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Oakhill]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reading comprehension difficulties]]></source>
<year>1996</year>
<page-range>1-14</page-range><publisher-loc><![CDATA[Hillsdale ]]></publisher-loc>
<publisher-name><![CDATA[NJ]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lesgold]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Resnick]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Hammond]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to read: a longitudinal study of word skill development in two curricula]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mackinnon]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Walller]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reading research. Advances in theory and practice]]></source>
<year>1985</year>
<volume>IV</volume>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Substituted letter and transposed letter effects in a masked priming paradigm with French developing readers and dyslexics]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lété]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Fayol]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2013</year>
<volume>114</volume>
<page-range>47-62</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Word recognition skill moderate effectiveness of reading strategy training in grade 2]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muller]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Krizan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hecht]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Ennemoser]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and Individual Difference]]></source>
<year>2015</year>
<volume>40</volume>
<page-range>55-62</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from longitudinal study]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muter]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Hulme]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Snowling]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental Psychology]]></source>
<year>2004</year>
<volume>40</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>665-81</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Semantic processing and the development of word recognition skills: evidence from children with reading comprehension difficulties]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nation]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Snowling]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Memory and Language]]></source>
<year>1998</year>
<volume>39</volume>
<page-range>85-101</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Form-meaning links in the development of visual word recognition]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nation]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophical Transactions of the Royal Society]]></source>
<year>2009</year>
<volume>364</volume>
<page-range>3665-74</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The dissociation of word reading and text comprehension: evidence from component skill]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oakhill]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cain]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Bryant]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Cognitive Processes]]></source>
<year>2003</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>443-68</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Learning to read: evidence on the distinction between decoding and comprehension skills]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pazzaglia]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Cornoldi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tressoldi]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[European Journal of Psychology of Education]]></source>
<year>1993</year>
<volume>VIII</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>247-58</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perfetti]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reading ability]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perfetti]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Decoding, vocabulary, and comprehension. The golden triangle of reading skill]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[G. McKeowan]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kucan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Bringing reading research to life]]></source>
<year>2010</year>
<page-range>291-303</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[The Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perfetti]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The lexical basis of comprehension skills]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gorfein]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[The consequences of meaning selection]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[American Psychological Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Comprensión lectora: propuesta cognitiva para estudiantes universitarios]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Entérese]]></source>
<year>2009</year>
<volume>27</volume>
<page-range>9-16</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Como el Uruguay no hay]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rossello]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[El País]]></source>
<year>2011</year>
<page-range>14</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Phonological recording and self-teaching: sine qua non of Reading acquisition]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Share]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognition]]></source>
<year>1995</year>
<volume>55</volume>
<page-range>151-218</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La lengua: arma de los imperios]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Soca]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[La hora]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Oral language and code-related precursors to reading: evidence from a longitudinal structural model]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Storch]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Whitehurst]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental Psychology]]></source>
<year>2002</year>
<volume>38</volume>
<page-range>934-47</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Components of reading ability: multivariate evidence for a convergent skills model of reading development]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vellutino]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Tunmer]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Jaccard]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Scientific Studies of Reading]]></source>
<year>2007</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-32</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
