Reading Comprehension Among Students at the Ciudad Guzmán Regional High School: A Case Study

Abstract

This article analyzes the levels of reading comprehension and the factors that contribute to the difficulties first-year A students at the Ciudad Guzmán Regional High School have in interpreting and evaluating texts. The approach is qualitative, and the design is a typical case study, as the aim is to ensure consistency in responses and homogeneity, in addition to conducting a contextual analysis of the practices and challenges surrounding reading comprehension at one of the most sought-after high schools in Zapotlán el Grande, Jalisco. For this study, three data-collection instruments were used: a reading comprehension test, a self-administered questionnaire on reading practices, and a written test. The results show that 92% of the students have not developed inferential and critical reading skills, while 69% lack literal reading skills. These skills and competencies have not been acquired due to multiple factors: there are few books in the home; reading is not encouraged during childhood; there is little use of books from the school library; and in the classroom, not all teachers are involved in strengthening reading comprehension; only a few teachers recommend literary texts, but do not read them themselves.