Experiencia lectora y su problemática en el entorno educativo universitario. El caso de la Carrera de Pedagogía de las Ciencias Experimentales: Matemáticas y Física, de la Universidad Nacional de Loja (Ecuador)

Abstract

Este estudio expone un análisis de experiencia lectora y hábitos de lectura con estudiantes de Pedagogía de las Ciencias Experimentales: Matemáticas y Física de la Universidad Nacional de Loja, periodo octubre/2019-marzo/2020 . Es descriptivo, analiza criterios de experiencia lectora en el contexto educativo universitario; se determinó que el 70,13% no tienen experiencia lectora; 10,71% alcanzó un nivel aceptable; el restante 19,44% demostró excelente experiencia lectora. Aquello conlleva a una deficiente comprensión lectora, mala ortografía y una limitada estructura del lenguaje.

The study that we present is the product of a test about the reading experience of students of first, second, third, fourth and fifth cycle of the Pedagogy Career Of Experimental Sciences: Mathematics and Physics of the National University of Loja on October 2019-March 2020 period and the reading habits that they have on the educational university context, the methodology was based on the descriptive model, where guidelines were analyzed and after being graded they show that the 70,13% of the students have no reading experience, the 10,71% reached an acceptable level of reading and the 19,44% have excellent reading experience. This brings deficient reading comprehension, bad grammar and a very limited language structure.