Introduction
As Solé (1992) describes, reading is a process of interaction between the reader and
the
text

through

which

the

reader

tries

to

satisfy

in

an

active

way,

processing

and
examining the text, the various objectives that motivate their reading, being essential for
process to take place. The reader constructs the meaning of the text according to their
previous experiences and knowledge and guided by their objectives. The objectives of the
reader therefore condition their reading, despite the fact that the text is invariable, and are
essential because they not only determine the reading strategies on which understanding
depends, but influence the unconscious control we have on this process.
According
to

the

Organization

for

Economic

Co-operation

and

Development
(OECD), reading competence consists of “the ability of an individual to understand, use,
reflect and engage with written texts, in order to achieve one’s goals, to develop one’s
knowledge
and

potential,

and

participate

in

society”(Ministerio

de

Educación,

2010,
p.34). It is the practice of reading in its various formats, responding to the needs that arise
throughout life, which can help the reader reach a reading competence according to the
goals
of

each

situation,

and

this

must

be

developed

and

evaluated

throughout

the
educational process of the students and not only in the initial stages. As Solé (2012) points
out,
Confinar
el

aprendizaje

de

esta

competencia

a

la

adquisición

inicial

de

los

debutantes

es
extremadamente
restrictivo:

es

necesario

aprender

a

leer,

por

supuesto.

Pero

también

es

necesario
aprender a leer para aprender, para pensar, para disfrutar. En la época de la sobre información, saber
leer con criterio, de forma inteligente y reflexiva es tal vez un bien más preciado que nunca. Formar
lectores equivale a formar ciudadanos que puedan elegir la lectura para una variedad de propósitos, que
sepan qué leer y cómo hacerlo, que puedan utilizarla para transformar la información en conocimiento.
(p. 50)
Several studies show that university students have difficulties in interpreting texts, in
finding the main ideas or in generating a critical opinion about the text (Arnoux, 2007,
Calderón & Quijano, 2010, De Brito & Angeli, 2005; Felipe & Barrios, 2015; Irigoren,
Jiménez & Acuña, 2008; Martínez Solís, 1997; Velásquez, Cornejo, Valderrama & Roco,
2008). For Delgadová and Gullerová (2015):
la competencia lectora es un complejo de habilidades y capacidades lectoras necesarias para el trabajo
efectivo
con

el

texto.

No

es

solo

la

habilidad

de

leer

palabras,

frases

y

textos;

significa

también
comprender todo lo leído, trabajar con el contenido y con la información obtenida para interpretarla y
transmitirla correctamente y, sobre todo, para crear nuestras propias ideas a
partir de la información
obtenida, es decir, crear un nuevo conocimiento innovador a partir del conocimiento adquirido a través
de la lectura. (p. 49)
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