Resumo

TOLENTINO, Rodolfo E.  e  ROBLES, Herbert. Learning strategies and reading comprehension in art education students. Revista de Psicologia [online]. 2023, n.29, pp.65-78. ISSN 2223-3032.  https://doi.org/10.53287/kgao4028oc78j.

Learning strategies and reading comprehension represent urgent review issues at the educational level, it is within basic and higher education; however, with specific differences, in the field of artistic education they have still been little explored. Thus, higher education students privilege learning related to strengthening their talent or artistic activity of various cultural artistic manifestations, while receiving a comprehensive education that allows the contribution to their graduation profile (art pedagogues). This situation has determined that the relationship between two research variables is described in order to take educational action in this particular study group. The correlational scope, within the quantitative, has served so that, with the application of two instruments: a scale of learning strategies (ACRA) and a test that measures the level of reading comprehension in 64 art students in higher education, conclude that there is no relationship (p ≥ 0.05) between them. This is statistically significant with a p-value = .617. In this sense, the students, although they receive the learning of the strategies, are not related to the development of their reading competence given their little practice.

Palavras-chave : Strategies; Learning; Comprehension; Reading; ACRA.

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