Abstract
The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different categories: students with low intelligence, students with specific reading comprehension (poor comprehenders), students with deficit on reading words/pseudowords, absentee students and inmigrants. The results show that 20.2% of the student population present serious problems in understanding a text and 6.7% of the total is included in the category of poor comprehenders. Also we found a group of students with difficulties in decoding skills but whose performance on comprehension tasks was normal, showing that not all learning disability students have poor comprehension.
Highlights
Prevalence of reading comprehension difficulties in Spanish
Once the percentage of students with reading comprehension difficulties was determined, we classified them in different categories: students with low intelligence, students with specific reading comprehension, students with deficit on reading words/pseudowords, absentee students and inmigrants
The results show that 20.2% of the student population present serious problems in understanding a text and 6.7% of the total is included in the category of poor comprehenders
Summary
Leer es un logro extraordinario cuando nos ponemos a considerar la multitud de niveles y componentes que se ponen en juego durante este proceso. El término pobre comprendedor hace referencia a las dificultades específicas de comprensión lectora de aquellos sujetos que leen adecuadamente las palabras aisladas, poseen unas buenas habilidades fonológicas, intelectuales y un uso adecuado del lenguaje; pero sin embargo, presentan grandes problemas a la hora de comprender y asimilar un texto. Los resultados señalan que 402 (194 sujetos en primaria y 208 sujetos que presentan problemas en comprensión lectora ya que sus puntuaciones en las tareas de lectura de un texto era inferior al percentil 25, esto representa un 20.2% sobre el total de la muestra, mientras que 107 alumnos (53 de primaria y 54 de secundaria) son identificados como malos decodificadores pero con un rendimiento relativamente normal en la tarea de comprensión, y representan 5.4% del alumnado de la muestra total. Porcentajes de alumnos con Problemas de comprensión y alumnos malos decodificadores y comprensión normal
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