Background Knowledge and Reading Comprehension

Abstract

This research investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.