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InterCambios. Dilemas y transiciones de la Educación Superior

versão impressa ISSN 2301-0118versão On-line ISSN 2301-0126

Resumo

NUNEZ, Matías; MARROCO, Lucía; GARCIA, Elizabeth  e  MORENO, Leonardo. Critical reading in Udelar’s students. A possible dialogue between the expected and the empirical. InterCambios [online]. 2024, vol.11, n.2, e208.  Epub 01-Dez-2024. ISSN 2301-0118.  https://doi.org/10.29156/inter.11.2.8.

In Uruguay, the National Curricular Reference Framework (MCRN) currently in force describes the exit profile of upper secondary education students in relation to reading (ANEP, 2017; 2019) based on the curricular documents that define reading competence in primary and lower secondary education. In turn, the theoretical framework of the Reading Comprehension Diagnostic Assessment of the Academic Reading and Writing Programme (LEA) is based on these same definitions of reading from the ANEP curriculum documents. Taking into account the common sources of the MCRN and the theoretical framework of the LEA Assessment, this article compares what is expected in the MCRN and what is empirically verified in the reading test applied to 7.803 students entering three regional university centers and five faculties of the University of the Republic (Udelar) who participated in the assessment. For this purpose, the performance of Udelar’s entrance students is studied in relation to the definitions offered by the MCRN regarding critical reading, a dimension of reading that is especially relevant for tertiary studies.

Palavras-chave : critical reading; reading comprehension assessment; higher education.

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