The teacher as a mediator of reading comprehension in university students

Abstract

Reading comprehension is an essential component in the cognitive process of university students. Nevertheless, given the widespread perception of the low level of reading comprehension skills among students, teachers should develop targeted strategies for improving and guiding the comprehension and interpretation of written texts. In this article, we provide a literature review of the key elements involved in reading and the skills that students should acquire at the university level. We then propose a set of actions teachers can take to help improve this skill set among their students.