Reading comprehension and critical thinking with children who have reading difficulties at Institución Educativa Normal Superior of Sincelejo

Abstract

The objective of this study is to relate reading comprehension with critical thinking in children with reading difficulties in a public institution. The study implemented was correlational, non-experimental design and cross-sectional. The population was 32 students of fourth and fifth grade of basic primary school from the morning shift, evaluated with the reading subtest of the neuropsychological battery of learning disorders
(BANETA) and the test of Critical Thinking- UK Edition Watson-Glaser. Thus, the results showed that reading comprehension prevailed with low performance, (65.6% of the population), followed by extremely low (18.8%); 40.6% presented a very low performance regarding critical thinking ability, while 21.9% was within a low average range. As for recognition skill, 53.1% obtained a low average performance. In deduction skill, 37.5% performed highly, followed by 12.5% of the population who obtained an extremely low level. At interpretation skill, 40.6% of the population were at a low average level. While at the evaluation level, 68. 8% are on a low average. When relating study variables, no significant correlation was found; however, despite not being within the objectives of this study, significant negative correlations emerged between the subscales inference and deduction. In turn, there was a significant and positive relationship between inference and evaluation. Finally, it can be concluded that between reading comprehension and
critical thinking skills, there is no statistically significant relationship.