Relationship between linguistic components and reading comprehension’s level in sixth grade primary students

Abstract

This research is of non-experimental descriptive level of substantive type, with correlational design. The main objective was to determine the relationship between the level of linguistic components and the level of reading comprehension. The study sample consisted of 271 students of three educational institutions of public, parochial and private type. Progressive Linguistic Complexity Test of reading comprehension of Condemarin and Milicic was used, adapted by Delgado and collaborateurs. To assess the level of linguistic components, the Objective Criteria Language Battery (BLOC) was used; adopted by Panca and collaborateurs. It was concluded that there is correlation between the overall level of linguistic components and the level of reading comprehension, according to type of eductional institution and gender in sixth grade students of primary education.