SciELO - Scientific Electronic Library Online

vol.12Un marco conceptual que demuestra el valor de los servicios de orientaciónCriterios de elección de posgrados en egresados de carreras artísticas/humanísticas/tecnológicas: Implicancias subjetivas y contextuales para arribar a la finalización de los mismos índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Orientación y sociedad

versión On-line ISSN 1851-8893


PIACENTE, Telma. Verbal comprehension of university students. Orientac. soc. [online]. 2012, vol.12, pp. 00-00. ISSN 1851-8893.

This paper presents the preliminary results of a broader research on performance and self-perception in reading and writing of university students. In particular, it focuses on verbal comprehension given its connection with reading comprehension. Reading comprehension is crucial, especially while constructing a situational model -achieved by integrating the information provided in the text with relevant prior knowledge. A random pilot sample of 60 students from third year, male and female, of an average age of 23 was selected. The Vocabulary, Information and Analogies tests from WAIS III were administered. The Verbal Comprehension findings show central tendency scores similar to those of the standardization sample with minor dispersion, with specific cases of scores in the lower average limit. Several comments are given on the performance of university students and other observations regarding the type of mistakes made in the answers provided which deserve further considerations. Preliminary conclusions point to a lack of and/or insufficient information, conceptual confusion with some terms of relatively high frequency and difficulties in the conceptualization process. These preliminary findings deserve further attention due to their impact in successful learning from texts.

Palabras clave : Verbal comprehension; Reading; University students.

        · resumen en Español     · texto en Español     · Español ( pdf ) | Inglés ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License