Habilidades de lectura de jóvenes al término de la secundaria: ¿qué se predice para su lectura en contextos universitarios?

Abstract

This paper presents results and conclusions derived from a study conducted on a corpus of data from the standardized test used in Chile to select students who want to access college. This test is called the University Selection Test-Language. The data correspond to eight applications, period 2005 to 2012. The corpus is composed of three elements: a group of stimulus texts (expository and argumentative, whose discursive characteristics allow them to be assimilated to academic texts), the items associated with each text, plus the statisticians (difficulty and omission) that account for how many students answered the key and how many omitted. The analysis of this information allows for the verification that the graduates of secondary education present a low level of reading comprehension, especially in the processing of the textual surface to obtain implicit information, such as: interpretation of the discursive perspective adopted by the issuer in the development of the topic; recognition of the internal organization in an expository text or identification of the thesis that arises in an argumentative text. These results are consistent with other research that shows difficulties in reading comprehensively for young people who have finished their secondary education.