The effectiveness of teaching reading comprehension strategies to higher education students in Chile

IntroductionVarious studies show that many students enter higher education with insufficient performance in reading comprehension, which affects their disciplinary learning. Educational neuroscience suggests that guided, multimodal instruction in reading strategies can enhance the processes associated with reading comprehension. In this context, the importance of developing structured and culturally relevant interventions in higher education is emphasized.MethodThis study assessed the effectiveness of teaching reading comprehension strategies to first-year college students enrolled in various degree programs at a university in southern Chile. This research employed a quantitative approach with a non-experimental, longitudinal, and descriptive design, using non-probabilistic convenience sampling, which included 404 students majoring in Psychology, Law, Obstetrics, Nursing, Medical Technology, and Nutrition and Dietetics. The LECTUM 7 Form A assessment tool was used to measure reading comprehension levels at two points in time: before and after a four-month intervention. During this intervention, short digital modules were provided to teach and practice reading comprehension strategies.ResultsThe results showed that, at the pre-test, only 51% of the students demonstrated average, high, or very high reading comprehension. After the intervention, this percentage increased to 75%, a 23% improvement compared to the pre-test (p = 0.001). Likewise, an increase was observed in the number of students who achieved normal, high, and very high reading comprehension performance, suggesting a positive effect of the explicit and systematic teaching of reading comprehension strategies in the context of higher education.ConclusionThese findings confirm the need to strengthen reading comprehension in the university context, with a focus on teaching strategies that enhance this skill and support students in their academic journey.