Relación entre comprensión lectora y flexibilidad cognitiva en estudiantes de una universidad pública

The objective of this research was to establish the relationship between reading comprehension and cognitive flexibility in university students enrolled between the first and fourth academic semester, for which two instruments were used, the PISA reading comprehension test to assess the level of reading skills present the students and the Wisconsin Card Classification Test (WCST) to measure their cognitive flexibility. By means of descriptive analysis and bivariate correlation of Pearson, it was found that with respect to the components of reading comprehension evaluated, scores higher than the theoretical average were obtained. In cognitive flexibility, the highest proportion of students are within the expected range for the test, however, the percentage of students who demonstrated severe and moderate perseveration grades is significant. It is concluded that there are no statistically significant relationships between reading comprehension and cognitive flexibility.