Abstract
In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.
Highlights
Government agencies, in order to comply with the standards of the Ministry of Education, publish, every 3 years, the results obtained in the international PISA tests, regarding the performance of students in different areas of knowledge, among which are, reading (OCDE, 2016)
In line with the above, the research question of this study is: what does the analyze of techniques, strategies, cognitive processes contribute; as well as the textual genres used in teaching and in the cross-sectional evaluation of critical reading or advanced reading comprehension, in a Latin American university, from a double perspective: that of the teaching staff and that of the students? This raises various hypotheses, on the one hand, it is expected that teachers show a greater knowledge of cognitive strategies and textual genres to teach and evaluate ARC than students, it is expected that there are differential patterns in the use of cognitive strategies and textual genres to teach and evaluate the ARC by teachers and students, according to the department to which they are attached
This reaches the initial purpose of analyzing the cognitive strategies and the textual genres used in teaching and in the transversal evaluation of critical reading or advanced reading comprehension, in a Latin American university, on the Coast, from a double perspective: that of the teaching staff and that of the students
Summary
Government agencies, in order to comply with the standards of the Ministry of Education, publish, every 3 years, the results obtained in the international PISA tests, regarding the performance of students in different areas of knowledge, among which are, reading (OCDE, 2016). That is why critical reading or advanced reading comprehension has become one of the priorities of Colombian education (Cassany, 2003; Cubides et al, 2017) In this sense, in 2003, Cassany affirms that critical reading or advanced reading comprehension (hereinafter, ARC) is an explicit approximation of a demanding and complex reading typology that apart from the essential requirements of literal, inferential and intentional of the text, requires higher demands, as well as the interest expressed by the reader’s understanding. In 2003, Cassany affirms that critical reading or advanced reading comprehension (hereinafter, ARC) is an explicit approximation of a demanding and complex reading typology that apart from the essential requirements of literal, inferential and intentional of the text, requires higher demands, as well as the interest expressed by the reader’s understanding All this implies implicitly the recovery of the connotations of the words used, the identification of the author’s point of view, with special attention to the use of sarcasm and irony. According to Calderón et al (2021), the module related to critical reading has a total of 35 questions that evaluate three types of comprehension: (i) literal and explicit, in terms of the meaning of words and expressions used. and that represents 25% of the test, (ii) the global one that involves 40% of the questions and (iii) the criticism that covers 35% of the questions posed and that is based on the recognition of the strategies used, the identification of the different assumptions, the validity of the arguments
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