Exploration of reading comprehension of disciplinary texts in Kinesiology students

Authors

  • Constanza Vásquez-Doorman Universidad Bernardo O'Higgins. Facultad de Ciencias de la Salud. Escuela de Kinesiología. Santiago, Chile; Universidad Bernardo O'Higgins. Facultad de Ciencias de la Salud. Departamento de Ciencias Químicas y Biológicas. Santiago, Chile. https://orcid.org/0000-0002-6641-4594
  • Macarena Piña Calderón Universidad Bernardo O'Higgins. Facultad de Ciencias de la Salud. Escuela de Kinesiología. Santiago, Chile. https://orcid.org/0009-0009-1939-6379
  • Joselin González Rapiman Universidad Bernardo O'Higgins. Facultad de Ciencias de la Salud. Escuela de Kinesiología. Santiago, Chile. https://orcid.org/0009-0004-4461-6373
  • Lizet Osorio Cerda Universidad Bernardo O'Higgins. Facultad de Ciencias de la Salud. Escuela de Kinesiología. Santiago, Chile. https://orcid.org/0000-0002-4691-0486

Keywords:

comprehension; education, medical; students, health occupations; kinesiology; learning; reading

Abstract

Introduction: Reading comprehension underpins the interpretation of academic texts, clinical reasoning and evidence-based practice. Its early assessment makes it possible to guide academic support strategies.

Objective: To explore reading comprehension of disciplinary texts in second-semester Kinesiology students at a Chilean university, by dimension and study shift.

Methods: Exploratory, quantitative, cross-sectional study of 46 students, 30 from the daytime shift and 16 from the evening shift. An instrument adapted from the university reading comprehension index was applied, with four dimensions (literal, inferential, reorganization and critical) and disciplinary health texts. Frequencies and 95% confidence intervals were calculated, and shifts were compared using the Mann-Whitney U test.

Results: A total of 76.1% of the students (95% CI: 62.1-86.1) showed a medium level of reading comprehension, 21.7% a high level and 2.2% a low level. The best performance corresponded to the literal and reorganization of information dimensions, and the greatest difficulties to the inferential and critical dimensions, with 71.7% at a low level in the latter. The evening shift outperformed the daytime shift in reorganization of information (p = 0.008).

Conclusions: Most students showed an intermediate performance, with weaknesses in inferential and critical processes. The findings, obtained with an instrument under adaptation and without psychometric validation, guide reading support strategies and require confirmation with a validated instrument.

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References

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Published

2026-10-30

How to Cite

1.
Vásquez-Doorman C, Piña Calderón M, González Rapiman J, Osorio Cerda L. Exploration of reading comprehension of disciplinary texts in Kinesiology students. Rev. cuba. med. mil [Internet]. 2026 Oct. 30 [cited 2026 Nov. 3];55(3 (Suplemento 1):e026077782. Available from: https://revmedmilitar.sld.cu/index.php/mil/article/view/77782

Issue

Vol. 55 No. 3 (Suplemento 1) (2026): Teaching in Health

Section

Research Article

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Copyright (c) 2026 Constanza Vásquez-Doorman, Macarena Piña Calderón, Joselin González Rapiman, Lizet Osorio Cerda

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