<?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>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000200467</article-id>
<article-id pub-id-type="doi">http://doi.org/10.59659/revistatribunal.v5i11.169</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niveles de comprensión lectora en estudiantes del I ciclo de una universidad en Lima, Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension levels in first-year students at a university in Lima, Peru]]></article-title>
<article-title xml:lang="pt"><![CDATA[Níveis de compreensão de leitura em alunos do primeiro ano de uma universidade em Lima, Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Huayta]]></surname>
<given-names><![CDATA[Abel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Centeno]]></surname>
<given-names><![CDATA[Lisbeth Zayuri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>11</numero>
<fpage>467</fpage>
<lpage>477</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000200467&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000200467&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000200467&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La comprensión lectora (CL), definida como la habilidad para interpretar, analizar, evaluar y aplicar información textual de manera crítica, constituye una competencia transversal esencial en la educación superior. En ese contexto, el objetivo del presente estudio es determinar los niveles de comprensión lectora en estudiantes del I ciclo de una universidad en Lima. Metodológicamente se optó por un enfoque cuantitativo, tipo descriptivo, diseño no experimental de corte transversal. Se tomaron 160 estudiantes como muestra. Para recabar la información. Los resultados revelan un predominio del nivel literal de comprensión lectora en estudiantes de educación superior. El 43% de universitarios de la UNE, se encuentran en proceso y el 34% en inicio. El 59% de los universitarios de la UNMSM, en nivel de logro esperado. En conclusión, ambas instituciones persisten limitaciones para desarrollar competencias de nivel inferencial y criterial, lo que subraya que el dominio del nivel literal no garantiza la capacidad para construir inferencias o evaluar contenidos de manera autónoma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Reading comprehension (CL), defined as the ability to critically interpret, analyze, evaluate, and apply textual information, constitutes an essential transversal competence in higher education. In this context, the objective of this study is to determine the levels of reading comprehension among first-year students at a university in Lima. Methodologically, a quantitative, descriptive, non-experimental, cross-sectional design was adopted. A sample of 160 students was used to collect data. The results reveal a predominance of the literal level of reading comprehension among higher education students. Forty-three percent of UNE students are in progress, and 34% are just beginning. Fifty-nine percent of UNMSM students are at the expected achievement level. In conclusion, both institutions persist with limitations in developing inferential and criterion-based competencies, which underscores that mastery of the literal level does not guarantee the ability to construct inferences or evaluate content independently.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A compreensão de leitura (LC), definida como a capacidade de interpretar, analisar, avaliar e aplicar informações textuais de forma crítica, constitui uma competência transversal essencial no ensino superior. Neste contexto, o objetivo deste estudo é determinar os níveis de compreensão leitora em alunos do primeiro ano de uma universidade em Lima. Metodologicamente, optou-se por uma abordagem quantitativa, do tipo descritiva, delineamento transversal não experimental. 160 estudantes foram selecionados como amostra. Para coletar informações. Os resultados revelam uma predominância do nível literal de compreensão leitora em estudantes do ensino superior. 43% dos estudantes universitários da UNE estão em andamento e 34% estão apenas começando. 59% dos estudantes universitários da UNMSM atingem o nível de desempenho esperado. Em conclusão, ambas as instituições persistem com limitações no desenvolvimento de competências de nível inferencial e de critério, o que ressalta que o domínio do nível literal não garante a capacidade de construir inferências ou avaliar o conteúdo de forma autônoma.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Analizar]]></kwd>
<kwd lng="es"><![CDATA[Comprensión]]></kwd>
<kwd lng="es"><![CDATA[Habilidad]]></kwd>
<kwd lng="es"><![CDATA[Interpretar]]></kwd>
<kwd lng="es"><![CDATA[Lectora]]></kwd>
<kwd lng="en"><![CDATA[Analyze]]></kwd>
<kwd lng="en"><![CDATA[Comprehension]]></kwd>
<kwd lng="en"><![CDATA[Skill]]></kwd>
<kwd lng="en"><![CDATA[Interpret]]></kwd>
<kwd lng="en"><![CDATA[Reader]]></kwd>
<kwd lng="pt"><![CDATA[Analisar]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão]]></kwd>
<kwd lng="pt"><![CDATA[Habilidade]]></kwd>
<kwd lng="pt"><![CDATA[Interpretar]]></kwd>
<kwd lng="pt"><![CDATA[Leitor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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