<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812023000100040</article-id>
<article-id pub-id-type="doi">10.14349/sumapsi.2023.v30.n1.5</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[An application of cognitive diagnostic models in the evaluation of reading comprehension in Chilean university students]]></article-title>
<article-title xml:lang="es"><![CDATA[Una aplicación de los modelos de diagnóstico cognitivo en la evaluación de la comprensión lectora en universitarios chilenos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puente]]></surname>
<given-names><![CDATA[Aníbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado]]></surname>
<given-names><![CDATA[Jesús M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez de Blume]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Maureira]]></surname>
<given-names><![CDATA[Juan Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Andres Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>40</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812023000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812023000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812023000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Reading Comprehension skills are fundamental to the academic performance of university students. These abilities are not innate; therefore, systematic training is required before entering university. The main objective of this study was to evaluate the reading comprehension skills of Chilean University Students.  Method: A sample of 579 students participated in the study, responding to four texts that comprise the Reading Comprehension Strategies for University Students (ELCU). An automated platform was used to apply and correct the test with immediate results and feedback. The tool allowed the use of a broad and representative sample of the various regions of Chile. The ELCU was developed using a cognitive diagnostic assessment (CDA) considering cognitive, metacognitive and linguistic strategies. The ana-lyses were performed using two different approaches: The Linear Logistic Test Model (LLTM) and the deterministic inputs, noisy &#8220;and&#8221; gate (DINA) model.  Results: The rejection of the LLTM implies that the strategies do not differ in cognitive complexity (difficulty) while the adequate goodness of fit to the DINA model allows to characterise the students according to their reading abilities.  Conclusion: The ELCU test provides reliable and valid information on the reading comprehension ability and metacognitive awareness of university students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Las habilidades de comprensión lectora son fundamentales para el rendimiento académico de los estudiantes universitarios. Estas habilidades no son innatas; por tanto, se requiere una formación sistemática antes de ingresar a la universidad. El objetivo principal de este artículo fue evaluar las habilidades de comprensión lectora de estudiantes universitarios chilenos.  Método: En el estudio participó una muestra de 579 estudiantes que respondieron cuatro textos que componen las Estrategias de Comprensión Lectora para Estudiantes Universitarios (ELCU). Se utilizó una plataforma automatizada para aplicar y corregir la prueba con resultados y retroalimentación inmediatos. La herramienta permitió utilizar una muestra amplia y representativa de las distintas regiones de Chile. ELCU fue desarrollado mediante evaluación diagnóstica cognitiva (CDA) considerando estrategias cognitivas, metacognitivas y lingüísticas. Los análisis se realizaron mediante dos aproximaciones diferentes: The Linear Logistic Test Model (LLTM) y the Deterministic Inputs, Noisy &#8220;and&#8221; Gate (DINA) model.  Resultados: El rechazo al modelo LLTM implica que las estrategias no difieren en complejidad cognitiva mientras que la adecuada bondad de ajuste al modelo DINA permiten caracterizar a los estudiantes según sus habilidades lectoras.  Conclusión:  La prueba ELCU permite obtener información confiable y válida sobre la capacidad de comprensión lectora y la conciencia metacognitiva de los estudiantes universitarios.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Item response theory]]></kwd>
<kwd lng="en"><![CDATA[cognitive diagnostic models]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="es"><![CDATA[Teoría de respuesta al ítem]]></kwd>
<kwd lng="es"><![CDATA[modelos de diagnóstico cognitivo]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
</kwd-group>
</article-meta>
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