Actitudes, hábitos y estrategias de lectura de ingresantes a la educación superior

Abstract

Actitudes, habitos y estrategias de lectura de ingresantes a la educacion superior Atitudes, habitos e estrategias de leitura de ingressantes na educacao superior This article shows the aptitude for reading of first-semester university students. Using mixed research, which included the design and administration of the HACES self-report test to students enrolled in various academic programs of the Fundacion Universitaria Colombo Internacional in 2017. Data reduction techniques were used for validation, meeting the applicability conditions for factorial analysis; likewise, Cronbach’s alpha coefficient was applied to measure reliability. Additionally, the focal group technique was used to supplement the information collected by the test. It was determined that students, upon entering university, recognize the importance of reading in personal and academic training, but few develop a reading habit and few apply appropriate reading strategies. It is concluded that knowing the reading attitudes, habits and strategies allows higher education institutions to reflect on the implementation of a plan for training and strengthening the reading habit at a curricular level, in accordance with the professional competence demanded by a globalized world. Para citar este articulo / To reference this article / Para citar este artigo Cardona-Puello, S. P. ,  Osorio-Baleno, A. ,  Herrera-Valdez, A.  y  Gonzalez-Maza, J. M.  (2018). Actitudes, habitos y estrategias de lectura de estudiantes ingresasteis a la educacion superior.  Educacion y Educadores 21 (3), 482-503. DOI:  10.5294/edu.2018.21.3.6 Recepcion: 09/03/2018 Aceptado: 28/11/2018