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espanolSe presentan los resultados de una investigacion realizada sobre ocho aplicaciones de la prueba de seleccion universitaria (PSU)-Lenguaje (2005- 2012), considerando los textos utilizados en la seccion de comprension lectora y los resultados estadisticos de los items correspondientes. Los objetivos de la investigacion fueron: registrar textos literarios y no literarios usados como estimulo de la comprension y su clasificacion, segun el curriculo de Lenguaje y Comunicacion; y determinar que clase de textos presenta una dificultad alta o baja, y elevada omision. Los textos se clasificaron considerando su cantidad y distribucion; se analizaron los indicadores de dificultad y omision, para correlacionarlos con la clasificacion textual. Los resultados muestran que hay una adecuada distribucion de los distintos tipos textuales. Ensayo y drama fueron los mas dificiles de resolver; los mas faciles fueron los dialogicos y los narrativos. Se concluye que en los estudiantes chilenos existen diferencias de lectura entre los tipos textuales. EnglishThis paper presents the results of a research project into eight applications of the Chilean University Selection Test (PSU by its initials in Spanish) - Language component (2005-2012), taking into account the texts used in the reading comprehension portion and the statistical results of the corresponding items. The objectives of the research were: to document the literary and non-literary tests used as a stimulus for comprehension and their classification, according to the Language and Communication curriculum; and to determine what kind of texts were shown to have high or low levels of difficulty, and a high level of omission. The texts were classified by amount and distribution; the indicators of difficulty and omission were analyzed and correlated with textual classification. The results show that there is an appropriate distribution of various types of texts. Essays and drama were found to be the most difficult to resolve; the easiest were dialogues and narratives. The conclusions show that there are reading differences among Chilean students in terms of types of texts.

Relación entre tipo de texto y comprensión lectora en una prueba estandarizada chilena