Factors associated to public secondary school learners’ reading comprehension

Abstract

This study examined the academic, sociocultural and personal conditions of secondary-school students with different reading comprehension profiles. A standardized test and a survey were administered to 151 students from a public school in the Southeast of Mexico. Using the participants’ score, the group’s mean
and group’s standard deviation in the test’s reading section, the learners were classified with optimal (n = 29) or weak (n = 40) reading profiles. The survey also explored the academic, sociocultural and personal
conditions through 77 questions. The frequency analyses of the survey answers revealed similarities
between both student types; for instance, they all read for pleasure or following family recommendations
and used technology as they read. Nevertheless, diverging results also emerged. Learners with optimal reading profiles read to improve their expression, whereas learners with weak reading profiles read to project a positive image. Finally, recommendations are put forward to replicate the study with other learner
populations.