Comprensión lectora y pensamiento crítico en estudiantes universitarios en el Perú

Abstract

Reading comprehension is a cornerstone in training Social Communication professionals in Peru. This essay examines how understanding texts shapes the critical thinking abilities of aspiring communicators, tracing their challenges from secondary school through university. A review of recent studies reveals persistent gaps in analytical and critical reading skills, linked to outdated pedagogical practices and structural limitations within the education system. The essay also explores innovative strategies—such as collaborative reading, interactive technology integration, and project-based learning—that have proven effective in deepening text comprehension. It critiques traditional teaching methods focused on rote memorization and superficial summarization, advocating instead for approaches that foster interpretation, argumentation, and ethical reflection on content. The central proposal calls for a comprehensive curriculum reform in Social Communication programs, incorporating critical reading workshops, guided discussion dynamics, and formative assessments that evaluate analytical capacities rather than mere reproduction of information. Enhancing reading comprehension extends beyond academic performance: it strengthens the ability to craft coherent, ethical, and socially responsible messages, empowering future communicators to navigate a complex and ever-changing media landscape with rigor and integrity.