Reading comprehension strategies based on a pragmatic component used by Psychology students at Fundación Universitaria Claretiana

Abstract

This research study aims to examine the reading comprehension strategies, based on a pragmatic component, used by a group of students in the fourth semester of Psychology at Fundación Universitaria Claretiana, in order to understand the constraints in reading comprehensively. This is a qualitative study based on the comprehensive and critical paradigms with an educational action research design. Data were obtained through three techniques: participant observation, research workshops and the follow-up template. The conclusions focus primarily on the strategies used by students, without neglecting aspects such as the academic level and the teacher’s role, in order to promote more efficient strategies that help to produce critical students who are capable of taking a position on a text.

Keywords

• reading comprehension
• pragmatic component
• learning process