Effects of academic-scientific literacy on the reading and writing skills of university students

Kino-Saravia J.I.; Vidaurre-García W.E.; Lau-Hoyos E.M. · Estudios Pedagogicos (2026) · DOI: 10.4067/s0718-07052026000100341

Resumen

The purpose of this research was to evaluate how literacy communication skills can be significantly improved through the use of academic literacy strategies. The research was applied, quantitative, explanatory, and quasi-experimental. The sample consisted of 232 students from various fifth-year degree programs: the EG consisted of 116 students and the CG consisted of 116 students. The data collection instruments were a questionnaire, a knowledge test, and an observation guide. The results showed that literacy communication skills improved significantly with the application of academic literacy strategies, with a p-value <0.05. At the descriptive level, changes were revealed between the EG and the CG after the implementation of the program. It was concluded that the application of strategies such as inquiry, planning, textualization, revision, and final editing improves literacy skills in the writing of scientific academic texts in university contexts.

Instituciones: Universidad César Vallejo