<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000200572</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores dinamizadores de la competencia lectora en estudiantes de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Dynamizing factors of reading competence in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tenorio-Guevara]]></surname>
<given-names><![CDATA[Teodora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deroncele-Acosta]]></surname>
<given-names><![CDATA[Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio Loyola  ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>572</fpage>
<lpage>583</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000200572&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000200572&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000200572&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del estudio fue diagnosticar el estado actual de la competencia lectora en estudiantes de secundaria e identificar factores dinamizadores para esta competencia. Se desarrolló un estudio de enfoque mixto y diseño secuencial, siendo una investigación de tipo aplicada con énfasis en el diagnóstico, transversal y de alcance explicativo, encuestándose 60 estudiantes en la fase cuantitativa, de los cuales se seleccionaron 10 para la fase cualitativa. Las técnicas aplicadas fueron el cuestionario de competencia lectora y la entrevista. Los resultados evidenciaron mejor competencia a nivel literal (82%) y valorativa (66.66 y 83.34%) siendo menor en el inferencial (65%). Se constataron factores dinamizadores de la competencia lectora que se concretan en la introducción al desarrollo de la lectura (anticipación), recuperación de conocimientos previos; integración general del texto, comprobación de hipótesis, relación texto y conocimientos previos, formulación de preguntas; valoración de la respuesta y aplicación en la vida diaria. Se concluye revelando la importancia de la mediación escuela-familia como un núcleo dinamizador en la gestión de la competencia lectora de los estudiantes; connotándose la necesidad de seguir profundizando en los procesos de implicación e influencia familiar, así como en la configuración de nuevos roles y sentidos compartidos entre familia y escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the study was to diagnose the current state of reading competence in high school students and to identify factors that stimulate this competence. A study of mixed approach and sequential design was developed, being applied research with emphasis on diagnosis, cross-sectional and of explanatory scope, surveying 60 students in the quantitative phase, from which 10 were selected for the qualitative phase. The techniques applied were the reading proficiency questionnaire and the interview. The results showed better competence at the literal (82%) and evaluative (66.66 and 83.34%) levels, being lower in the inferential (65%). The factors that stimulate reading competence were found to be the introduction to the development of reading (anticipation), recovery of previous knowledge, general integration of the text, hypothesis testing, relationship between text and previous knowledge, formulation of questions, evaluation of the answer and application in daily life. We conclude by revealing the importance of school-family mediation as a dynamizing nucleus in the management of students' reading competence; noting the need to continue deepening the processes of family involvement and influence, as well as in the configuration of new roles and shared meanings between family and school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia lectora]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Secundaria]]></kwd>
<kwd lng="en"><![CDATA[Reading competence;Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
</kwd-group>
</article-meta>
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