Reading comprehension and its impact on academic performance

Abstract

The study analyzes the impact of reading comprehension on the academic performance of students in the Middle Basic Education level (EGB Media) in the Ventanas district, Los Ríos province, Ecuador, combining school‑based primary data with the national assessment framework of Ser Estudiante. A mixed‑methods approach was used, with a non‑experimental, cross‑sectional and correlational design in the quantitative phase, and a descriptive‑interpretive design in the qualitative phase. The sample consisted of 168 students from three schools (two public and one private), selected through stratified random sampling. A reading comprehension test aligned with the prioritized curriculum and national Language and Literature standards was administered, grades in core subjects were systematized, and interviews and focus groups were conducted with teachers and students. Findings show a predominance of low and basic levels of reading comprehension, particularly in inferential and critical‑reflective processes, together with relatively high average academic performance. A positive and statistically significant correlation was found between reading comprehension and overall academic achievement, with critical‑reflective comprehension emerging as the strongest predictor. The study concludes that strengthening reading comprehension, in alignment with national reading promotion policies, is a necessary condition for improving academic performance and learning equity in Middle Basic Education in Ventanas.