Comprensión lectora y estilos de aprendizaje en un grupo de estudiantes rumanos de 14 a 19 años
Abstract
The study’s objective was to observe the possible correlation between learning styles and reading comprehension, in which 70 Romanian high school students from 14 to 19 years old participated. The Honey-Alonso Learning Styles Questionnaire (CHAEA), which consists of 80 items, determined the score for four: active, reflective, theoretical, and pragmatic. The PISA 2015 questionnaire in the Romanian language was used to measure the level of reading comprehension that includes three texts. Fourteen questions measure the comprehension of these texts. Using simple regression analysis, it was concluded that the reflective style is the only one that significantly contributes to the reading comprehension of this group, with differences between genders being observed. Based on the results, it is discussed what teachers can do to develop comprehensive reading.
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References
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