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El presente estudio propone conocer la relacion entre los estilos de aprendizaje: reflexivo, activo, teorico y pragmatico y el uso de estrategias de lectura y su influencia en el rendimiento de la lengua en estudiantes de 2do ano de la UNICA. El Cuestionario de estrategias de lectura fue evaluado por el criterio de expertos, quedando confirmadas su validez de constructo y contenido, se triangularon los resultados mediante el SPSS. Se concluye que los estilos pragmatico y reflexivo se asocian al uso frecuente de estrategias de lectura; y estos influyen en el rendimiento de la lengua extranjera en estos estudiantes. Abstract This research aims to find out the relationship among learning reflexive, active, pragmatic and theoretical styles, reading strategies, and the proficiency level in the English language. The instruments were applied to the from second–academic-year students of the Ciego de Avila University, the reliability and validity of the instruments were confirmed by methods as Alpha and factorial analysis throughout the SPSS. The results were analyzed and compared and the main results showed that the predominance in pragmatic and reflexive styles are associated to more frequent use of reading strategies, and they have a great influence in high academic results of the English language.

Estilos de aprendizaje, estrategias de lectura y su relación con el rendimiento académico de la lengua extranjera