On the other hand, the reading that students are currently doing is in the networks, on
the Internet. Most young students believe that they find the answers they are looking for
in the networks, although we are not convinced that they are the ones they need. We agree
with Solé (2012) when she says that:
esta lectura posmoderna o hermenéutica hace más perentoria aún la necesidad de contribuir a formar
lectores activos, dotados de criterio, capaces de combinar la lectura rápida y muchas veces superficial
que a menudo requiere la red con la capacidad de concentrarse en la lectura lineal de textos narrativos
o expositivos. (p. 48)
As
indicated
by
Martínez,
Vidal-Abarca,
Sellés
and
Gilabert
(2008),
most
comprehension tests in Spanish suffer
from the

lack of a theoretical

model

“les

lleva a
referirse a capacidades genéricas de comprensión sin una articulación suficiente entre las
capacidades y los ítems que supuestamente miden las primeras” (p. 321). In the Reading
Competence Test for University students, the reader has been confronted with authentic
texts that include the different perspectives and approaches to situations that can be found
in
everyday

life,

so

that

the

answers

reflect

the

reality

closest

to

his

reading
comprehension, to the application of the contents in the day to day
in which

move the
readers, and in analysing their critical spirit with what they have just read, trying to solve
the
problem

of

adequacy

and

efficiency

that

has

been

presented

previously

in

other
studies.
Objectives
In the work that we present below, we intend to show the design and validation
process
of

a

reading

competence

test

–the

Reading

Competency

Test

for

University
students: CLUni Test (Felipe, 2014; Felipe & Barrios, 2015, 2017)– by means of which
tries to analyze the level of this competence in university students. It also aims to assess
the evidence from the validation data obtained in order to make improvements to it.
Method
Participants
A total of 65 university students participated in the study, of which 45 are women
(69.2%) and 20 men (30.8%), between the ages of 20 and 55 (average age: 23 years old
and 8 months, DT: 5 years and a month, mode: 21). They were students in the fourth year
of the Degrees in Audiovisual Communication (n = 15), Primary Education (n = 32) and
Pre-Primary Education (n = 18) of the University of Málaga in the academic year 2017-
2018.
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