Relación entre el rendimiento académico y la comprensión lectora en estudiantes de 10° año de Educación General Básica (EGB)

Abstract

Abstract: The present work determined the relationship between reading comprehension and performance academic in tenth year students of Basic General Education. The methodology used was quantitative, descriptive and correlational. The evaluation instrument was applied CompLec to 40 students, where three levels of reading comprehension were evaluated; textual, inferential and contextual. The findings showed that the improvement in academic performance at the textual level it was slight (Pearson coefficient 0.094), at the inferential level an influence was reflected negative (Pearson coef. -0.358), and at a contextual level it had a positive influence (Pearson coef. 0.403). Based on this, teaching strategies were proposed to enhance understanding. inferential in students. The improvement proposal had the potential to generate impacts positives, but the key lies in the flexibility and adaptability to adjust strategies according to the needs identified and the feedback received. It is recommended to establish a continuous feedback system, which includes periodic surveys of teachers and students, student feedback mechanisms, interdisciplinary evaluation teams, to generate significant improvements in academic performance and reading comprehension of the students.