<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442020000100030</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v44i1.34983</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación de una prueba de comprensión lectora para estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[A Validation of a Reading Comprehension Test for University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brizuela Rodríguez]]></surname>
<given-names><![CDATA[Armel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Rojas]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Rojas]]></surname>
<given-names><![CDATA[Guaner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<fpage>30</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442020000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442020000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442020000100030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El objetivo del presente artículo es brindar evidencias de validez y de confiabilidad sobre una prueba nueva para medir el nivel de comprensión lectora de estudiantes universitarios. Para ello se empleó un diseño de investigación observacional y transversal, mediante la cual se aplicó la prueba a un grupo de 244 estudiantes de primer ingreso a una carrera universitaria. Los resultados fueron analizados con base en la Teoría Clásica de los Test y en el modelo de Rasch, así como también se estimó el coeficiente de correlación de Pearson entre las puntuaciones en la prueba y un curso universitario de primer año de carrera. El principal hallazgo de este estudio es la creación de una prueba de 44 ítems que permite generar puntuaciones con una confiabilidad de 0,74 y que presentan una correlación estadísticamente significativa (p &lt; 0,000) de 0,21 [0,09, 0,33] con las notas de estudiantes en un curso de carrera de primer año. Con base en los análisis efectuados, se concluye que la prueba podría ser útil para detectar estudiantes de primer ingreso a la educación superior que podrían presentar problemas de comprensión lectora y, por ende, ver disminuido su rendimiento académico. En este sentido, la prueba podría servir para propósitos de screening, es decir, para coadyuvar en la elaboración de planes remediales, implementación de intervenciones educativas y desarrollo de unidades didácticas orientadas al fortalecimiento de la comprensión lectora de los(as) estudiantes universitarios de primer ingreso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The goal of this article is to provide evidence as to the validity and reliability of a new Reading Comprehension test aimed at college students which is based on an observational and cross-cutting research design. The test was taken by 244 students in the first year of their major. The results were analyzed according to the Classical Test Theory, the Rasch Model and a Pearson correlation coefficient to compare the scores obtained with first year courses taken by students for their Major. As a result of the study, a 44-item was elaborated with a reliability scale of 0.74 and a statistically significant correlation scores of 0.21 [0.09, 0.33] (p &lt; 0.000) for student grades in first-year courses. It can be concluded that this test could be useful to detect reading comprehension difficulties among first-year university students which could potentially negatively impact their academic performance. The test could also serve as a screening tool in the development of remedial programs to strengthen reading comprehension among these students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[Estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[Prueba de respuesta múltiple]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Comprensión]]></kwd>
<kwd lng="en"><![CDATA[Student Evaluation]]></kwd>
<kwd lng="en"><![CDATA[University Student]]></kwd>
<kwd lng="en"><![CDATA[Multiple Choice Test]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Comprehension]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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