Estrategias de lectura empleadas por estudiantes universitarios de tres áreas académicas

Considering reading comprehension as a cognitive process in which characteristics of both the text and the reader are related, in this paper was asked the question of whether university students from different academic areas employ the same reading strategies, in spite of the diversity of themes and structures that the academic texts read. Then, the aim of this study is to compare the frequency of use of the reading strategies reported by university students from three different academic areas, to assess the similarities and differences between them. A quantitative, comparative and cross sectional study was carried out using the Spanish translation of the Metacognitive Awareness of Reading Strategies Inventory. The sample consisted of 112 undergraduate students from three academic areas: Social Sciences and Humanities (52); Engineering and Exact Sciences (35); and Natural and Health Sciences (25). The findings reveal that the participants’ reading strategies vary depending on their academic area.