<?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>2542-3088</journal-id>
<journal-title><![CDATA[Revista Arbitrada Interdisciplinaria Koinonía]]></journal-title>
<abbrev-journal-title><![CDATA[Koinonía]]></abbrev-journal-title>
<issn>2542-3088</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-30882023000100135</article-id>
<article-id pub-id-type="doi">10.35381/r.k.v8i15.2460</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Reading strategies for college English language learners]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de lectura para estudiantes universitarios del idioma inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Zambrano]]></surname>
<given-names><![CDATA[Mónica Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-Morán]]></surname>
<given-names><![CDATA[Rocío Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz-Cevallos]]></surname>
<given-names><![CDATA[Jenny Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rincón-Zambrano]]></surname>
<given-names><![CDATA[Rodrigo Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>135</fpage>
<lpage>153</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-30882023000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-30882023000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-30882023000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research focused on determining the effectiveness of reading strategies for English university students, such as previewing, scanning, skimming, prediction and inference, with the purpose of perceiving the changes in their reading comprehension and other skills after the application of these strategies. As methodology, a quantitative approach based on a quasi-experimental design was used. For this purpose, a sample of 60 students from the Metropolitan University of Quito, Ecuador, were subdivided into 30 for the control group and 30 for the experimental group, to whom pretest and posttest were applied. The results revealed that the students in the control group did not achieve considerable improvements but those in the experimental group did. The skills developed were: vocabulary, interpretation, comprehension, identification of main and secondary ideas, fluency and summarizing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación tuvo su enfoque en determinar la efectividad de las estrategias de lectura para estudiantes universitarios de inglés, tales como: previewing, scanning, skimming, predicción e inferencia, con el propósito de percibir los cambios en su comprensión lectora y otras habilidades luego de aplicadas dichas estrategias. Como metodología, se empleó la perspectiva cuantitativa bajo un diseño cuasiexperimental. Para ello, se trabajó con una muestra de 60 estudiantes de la Universidad Metropolitana de Quito- Ecuador, subdivididos en 30 para el grupo control y 30 para el experimental, a quienes se les aplicó pretest y posttest. Los resultados revelaron que los estudiantes del grupo control no lograron una mejora considerable pero el grupo experimental sí. Las habilidades desarrolladas fueron: vocabulario, interpretación, comprensión, identificación de ideas principales y secundarias y resumen.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Reading strategies]]></kwd>
<kwd lng="en"><![CDATA[reading skills]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[English Language]]></kwd>
<kwd lng="en"><![CDATA[(Tesauro UNESCO).]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[habilidades lectoras]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[idioma inglés]]></kwd>
<kwd lng="es"><![CDATA[(Tesauro UNESCO).]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chávez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Menacho]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Orielle]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Asto]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inference strategy in reading comprehension in high school students through virtual environments]]></article-title>
<source><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></source>
<year>2021</year>
<volume>5</volume>
<numero>21</numero>
<issue>21</issue>
<page-range>83-96</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echeverri]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[McNulty]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading strategies to develop higher thinking skills for reading comprehension]]></article-title>
<source><![CDATA[Profile Issues in Teachers' Professional Development]]></source>
<year>2010</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-23</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gamboa]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive Strategies for improving Students' Reading Skills]]></article-title>
<source><![CDATA[Península Península]]></source>
<year>2020</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-115</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners]]></article-title>
<source><![CDATA[HOW]]></source>
<year>2009</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-70</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Izquierdo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Building up Autonomy Through Reading Strategies]]></article-title>
<source><![CDATA[Profile Issues in Teachers' Professional Development]]></source>
<year>2014</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>67-85</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Loayza]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallarday]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Arana]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[mpact of pedagogical strategies on reading comprehension skills]]></article-title>
<source><![CDATA[Horizontes Research Journal in Educational Sciences]]></source>
<year>2022</year>
<volume>6</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>1355-66</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lopera]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group]]></article-title>
<source><![CDATA[Folios]]></source>
<year>2023</year>
<numero>50</numero>
<issue>50</issue>
<page-range>127-38</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comprehension strategies while reading expository texts in Spanish (L1) and English (L2). Educational Psychology]]></article-title>
<source><![CDATA[Journal of Educational Psychologists]]></source>
<year>2013</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>75-81</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive strategies for developing students&#8217; reading comprehension skills using short stories]]></article-title>
<source><![CDATA[Revista de estudios y experiencias en educación]]></source>
<year>2021</year>
<volume>20</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>233-53</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vargas]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Zuñiga]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Graphic organizers as a teaching strategy for improved comprehension of argumentative texts in English]]></article-title>
<source><![CDATA[INIE]]></source>
<year>2018</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
