Evaluación personal de las estrategias durante el proceso de la comprensión lectora. Esencia en la formación profesional

Reading strategies for learning are essential tools during professional training. These strategies can be transmitted and put into practice through the teaching-learning process conducted in the different disciplines and careers in higher education. Considering this, we have elaborated a questionnaire that aims at analyzing the cognitive and affective processes in relation to the reading comprehension at different levels. Previous knowledge and metacognition, the translation level, interpretation level, and extrapolation level were the dimensions assumed for the questionnaire. In order to confirm the validity of the questionnaire, we applied experts’ criterion and factorial analysis. The Cronbach’s alpha was established to validate its reliability. The statistical results confirmed the feasibility of the questionnaire to evaluate the use of reading strategies and systematize them during the teaching-learning process.