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.