About this paper

Appears in:
Pages: 4052-4055
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

READING EFFICIENCY: UNIVERSITY VS. HIGH SCHOOL STUDENTS SCIENCES VS. ARTS

C. Roldan-Segura1, D. Arráez-Román1, M.C. González-Trujillo2, N. Gutiérrez-Palma3, A. De la Torre-Vega4, A. Segura-Carretero1, A. Fernández-Gutiérrez1

1University of Granada, Analytical Chemistry Department (SPAIN)
2University of Granada, Developmental and Educational Psychology Department (SPAIN)
3Univertity of Jaen, Psychology Department (SPAIN)
4University of Granada, Signal Theory and Networkings and Communications Department (SPAIN)
Unlike oral language, learning to read requires explicit, systematic instruction. Reading comprehension is the final goal and implies the coordination of a large number of cognitive processes, from visual perception to construction of meaning. In short, reading implies the way from language to thought (García-Madruga, Gómez & Carriedo, 2003). Reading efficiency is a concept with an important role at the university level. In this context, reading speed, that is, access to meaning in the shortest time must be taken into account too. Both, reading comprehension and reading speed, are necessary to optimize the cognitive resources from the student effort.
The main aim is to assess reading efficiency of university students of technical and experimental sciences, and arts compared to high school students. 404 students were assessed with the Collective Test of Reading Efficacy (Test Colectivo de Eficacia Lectora, TECLE) (Marín & Carrillo, 1999). Results show a ceiling effect on reading efficiency attained during final courses of high school. At this academic sublevel, art students reach better scores than science students. Generally, university students present a lost of reading efficiency along the university years, which is partly recovered in the last courses for some students. Pointing out that telecommunications students have very good results and preserve the reading efficiency level achieved in high school.
@InProceedings{ROLDANSEGURA2011REA,
author = {Roldan-Segura, C. and Arr{\'{a}}ez-Rom{\'{a}}n, D. and Gonz{\'{a}}lez-Trujillo, M.C. and Guti{\'{e}}rrez-Palma, N. and De la Torre-Vega, A. and Segura-Carretero, A. and Fern{\'{a}}ndez-Guti{\'{e}}rrez, A.},
title = {READING EFFICIENCY: UNIVERSITY VS. HIGH SCHOOL STUDENTS SCIENCES VS. ARTS},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {4052-4055}}
TY - CONF
AU - C. Roldan-Segura AU - D. Arráez-Román AU - M.C. González-Trujillo AU - N. Gutiérrez-Palma AU - A. De la Torre-Vega AU - A. Segura-Carretero AU - A. Fernández-Gutiérrez
TI - READING EFFICIENCY: UNIVERSITY VS. HIGH SCHOOL STUDENTS SCIENCES VS. ARTS
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 4052
EP - 4055
ER -
C. Roldan-Segura, D. Arráez-Román, M.C. González-Trujillo, N. Gutiérrez-Palma, A. De la Torre-Vega, A. Segura-Carretero, A. Fernández-Gutiérrez (2011) READING EFFICIENCY: UNIVERSITY VS. HIGH SCHOOL STUDENTS SCIENCES VS. ARTS, EDULEARN11 Proceedings, pp. 4052-4055.
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