Variables académicas, comprensión lectora, estrategias y motivación en estudiantes universitarios

The objective was to assess different levels of reading comprehension in university students and associate them with the use of strategies and motivation, and sociodemographic and academic variables. The sample of 570 participants was obtained through proportional stratified probability sampling. Two validated instruments and a questionnaire were applied. Data was analyzed using the ANOVA and Student's t tests. Results showed mean values around 66% in comprehension and 69% in reading strategies and motivation; students that spent between six and ten hours a week reading made up the highest percentage. Statistically significant differences were observed with respect to the student's year: not having a job, average grade, having a scholarship, participants' sex, having taken make-up exams and, in particular, time spent reading. Pearson's coefficient produced a positive correlation between reading comprehension and reading strategies and motivation.