Características del déficit de la comprensión lectora en adolescentes de 15 a 17 años de una institución educativa del municipio de Barrancabermeja /Santander

Reading comprehension is a cognitive ability of each individual that allows the ability to understand what they read, through the implicit extraction that can be interpreted from the text or what the author means and thus discover the relationship of what is read with its context, providing the opportunity to solve situations of their daily life. In view of the above, reading is an essential process in the development of adolescent training not only in Colombia but worldwide, due to its influence on the tests know 11 that are the opening towards higher education, and which have thrown a low level of understanding in students. To describe the characteristics of reading comprehension in adolescents aged 15 to 17 years in an educational institution in the municipality of Barrancabermeja/Santander.

This problem was addressed under the descriptive quantitative approach; with a final sample of 16 students, who through the survey expressed their conceptions about the problem.

It was identified that despite reading being a habit in the development of school activities, it is conceived by students as an academic routine that causes confusion and difficulty in inferring and contextualizing. The characteristics of reading comprehension in young people between 15 and 17 years of age, based on Paulo Freire's theory, are not evident in learning, because they lack analysis and motivation to read. Reading comprehension is a fundamental process that requires learning spaces that allow reflection, mental effort, and commitment to reading.