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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Competencia léxica y comprensión de textos en estudiantes de educación secundaria de una institución educativa

Lexical competence and text comprehension in secondary school students of an educational institution
Publicado
2026-10-20
Contexto: La comprensión de textos constituye una competencia clave en la educación secundaria y guarda estrecha relación con el dominio léxico del estudiante. Objetivo: Determinar la relación entre las estrategias de adquisición del vocabulario y la comprensión de textos en estudiantes de primer grado de educación secundaria de una institución educativa de Lima, Perú. Método: Se empleó un enfoque cuantitativo, con diseño no experimental, correlacional y transversal. Participaron 50 estudiantes seleccionados por muestreo no probabilístico. Los datos se obtuvieron mediante un cuestionario de competencia léxica y una prueba de comprensión de textos, ambos validados por juicio de expertos. El análisis incluyó la prueba de Kolmogorov-Smirnov y el coeficiente rho de Spearman. Resultados: Se halló una correlación positiva y significativa (ρ = .693; p < .001) entre las estrategias léxicas y la comprensión de textos. Conclusiones: El componente estratégico de la adquisición del vocabulario constituye un aspecto relevante asociado con la comprensión lectora y merece mayor atención pedagógica durante la educación secundaria.
Context: Text comprehension is a key competence in secondary education and is closely related to students' vocabulary knowledge. Objective: To determine the relationship between vocabulary acquisition strategies and text comprehension among first-year secondary school students at a school in Lima, Peru. Methods: A quantitative study used a nonexperimental, correlational, cross-sectional design. Participants were 50 students selected through nonprobability sampling. Data were collected using a lexical competence questionnaire and a text comprehension test, both validated through expert review. The analysis included the Kolmogorov-Smirnov test and Spearman's rank correlation coefficient. Results: A positive, statistically significant correlation was found between vocabulary acquisition strategies and text comprehension (ρ = .693; p < .001). Conclusions: The strategic component of vocabulary acquisition is a relevant factor associated with reading comprehension and warrants greater pedagogical attention in secondary education.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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