<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442025000100073</article-id>
<article-id pub-id-type="doi">10.14482/zp.42.656.252</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Problemas de coherencia y cohesión textual y sus efectos sobre los procesos de comprensión global]]></article-title>
<article-title xml:lang="en"><![CDATA[Problem of coherence and cohesion of texts as factors affecting reading comprehension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OCHOA SIERRA]]></surname>
<given-names><![CDATA[LICIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CUEVA LOBELLE]]></surname>
<given-names><![CDATA[ALBERTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>42</numero>
<fpage>73</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442025000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442025000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442025000100073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En esta investigación se exploró la relación entre problemas de coherencia y cohesión textuales y el desempeño en la comprensión textual global en estudiantes de tres niveles educativos. Se partió de la hipótesis de que los problemas de coherencia y cohesión afectan la comprensión lectora. La metodología fue cuantitativa-descriptiva de diseño cuasiexperimental, en tanto se puso a prueba la hipótesis a partir de un experimento con dos grupos (control y experimental). En el grupo control se hizo una prueba de comprensión de lectura con el texto en la versión original, y en el grupo experimental se modificó el texto para mejorar su coherencia y cohesión. Los resultados estadísticos muestran que los problemas de coherencia y cohesión no afectan la comprensión global en estudiantes de grados superiores como los del grado 11° o universitarios, pero sí en estudiantes de grados inferiores (5°). Se evidencia también que ciertos errores que se presentan en forma constante en las tres poblaciones pueden ser inducidos por la ausencia de coherencia y cohesión textuales. Los hallazgos se explican desde una mirada psicolingüística de la lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the present research, the relationship between textual coherence and cohesion problems and global textual comprehension performance in students of three educational levels was investigated. It was hypothesized that coherence and cohesion problems affect reading comprehension. The methodology was quantitative-descriptive with a quasi-experimental design, as the hypothesis was tested employing an experiment with two groups (control and experimental). In the control group, a reading comprehension test was performed with the original version of the text, and in the experimental group, the text was modified to improve its coherence and cohesion. The statistical results show that the problems of coherence and cohesion do not affect global comprehension in students of higher grades such as 11th grade or university students, but they do in students of lower grades (5th grade). It is also evident that certain errors that occur consistently in the three populations may be induced by the absence of textual coherence and cohesion. The findings are explained from a psycholinguistic view of reading.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Coherencia]]></kwd>
<kwd lng="es"><![CDATA[cohesión]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[procesamiento]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="en"><![CDATA[Coherence]]></kwd>
<kwd lng="en"><![CDATA[cohesion]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[processing]]></kwd>
<kwd lng="en"><![CDATA[comprehension]]></kwd>
</kwd-group>
</article-meta>
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