Resumen

SANCHEZ-DOMINGUEZ, Magally G.  y  IZQUIERDO, Jesús. Factors associated to public secondary school learners’ reading comprehension. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2021, vol.12, n.23, 00007.  Epub 06-Dic-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i23.695.

This study examined the academic, sociocultural and personal conditions of secondary-school students with different reading comprehension profiles. A standardized test and a survey were administered to 151 students from a public school in the Southeast of Mexico. Using the participants’ score, the group’s mean and group’s standard deviation in the test’s reading section, the learners were classified with optimal (n = 29) or weak (n = 40) reading profiles. The survey also explored the academic, sociocultural and personal conditions through 77 questions. The frequency analyses of the survey answers revealed similarities between both student types; for instance, they all read for pleasure or following family recommendations and used technology as they read. Nevertheless, diverging results also emerged. Learners with optimal reading profiles read to improve their expression, whereas learners with weak reading profiles read to project a positive image. Finally, recommendations are put forward to replicate the study with other learner populations.

Palabras llave : Reading comprehension; secondary education; reading conditions; reading test.

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