Understanding texts through reading levels
DOI:
https://doi.org/10.62305/alcon.v5i1.384Keywords:
basic middle school; text comprehension; reading levels; seventh year.Abstract
The purpose of this article is to assess the comprehension of texts through reading levels for students of Secondary Basic. The research is developed by combining quantitative and qualitative elements in a mixed approach to obtain a complete view of the phenomenon of reading comprehension. It is supported by a descriptive design of the characteristics of reading comprehension at different reading levels, arriving at the following conclusions: The study demonstrates the variability in the performance of students at different reading levels, given by differences in scores and the heterogeneity of students. Strengths and weaknesses are shown, observing that students tend to obtain better performance in the literal and inferential reading levels, while the Critical level presents a greater challenge and the need for support is imminent, given that some students show low scores, which suggests the need to provide them with additional support to improve their reading comprehension skills and it is recommended to analyze the results of each student individually to identify their specific needs and provide them with adequate support, implement differentiated teaching strategies to address the different learning needs of students and devote greater attention to the development of critical reading skills, since this level presents greater difficulty for students.
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