The aim was to evaluate the precurrent repertoires and reading comprehension levels in college students. An analytical cross-sectional study, based on interbehavioral theory, was designed. The sample included students from six schools, using a stratified sampling technique. The participants answered a writing test that included sociodemographic and academic data, three specific test designed to evaluate precurrentrepertoires (word recognition, phrase recognition and use of lexicon) and one test for the evaluation of reading comprehension. Descriptive analysis was applied, along with χ2 to evaluate the associations between the precurrent repertoires and comprehensive reading. The final sample included 147 students. The mean age was 22.5 years (SD 5.3), 70.7% were female, 85% single and 53.7% without paid employment. The results indicated that 56.5% of the participants obtained a high level in precurrent1 (word recognition); 19% for the precurrent 2 (phrase recognition), and 12.2% for the precurrent 3 (Use of lexicon). The reading comprehension level was high for 1.4% of the participants; 74.8% average, and 23.8% low. An association between precurrent1 and reading comprehension was found. It is concluded that the results in reading comprehension are low and although precurrent results are higher than the reading comprehension levels, only one association is found between them.
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