Influence of Reading Comprehension of Technical Texts on the Development of Competencies of Technical High School Students in Automotive Electromechanics
Published 2026-09-07
Keywords
- Reading comprehension,
- technical texts,
- professional competencies,
- automotive mechanics,
- technical education
How to Cite
Abstract
This study aimed to diagnose the characteristics of technical text reading comprehension and its manifestation in the development of professional competencies among third-year students of the Automotive Electromechanics Technical High School program at the “Vicente Fierro” Educational Unit. The identified problem is related to students’ difficulties in interpreting service manuals, electrical diagrams, technical data sheets, and specialized terminology, which limits the proper execution of technical procedures and the development of autonomy during workshop activities. The research adopted a mixed-methods approach
with a descriptive-propositional scope and a non-experimental cross-sectional design. The descriptive phase made it possible to characterize the difficulties associated with technical reading comprehension and their manifestation in students’ academic and practical performance. Data collection was carried out
through scientific observation, document analysis, and surveys administered to both students and teachers of the specialization. The results showed that 66% of students frequently read technical texts and 80% reported regularly
understanding them; however, 63% acknowledged difficulties in interpreting specialized vocabulary and complex technical documentation. Likewise, all participating teachers considered the comprehension of technical terminology,
electrical diagrams, and procedures described in manuals to be essential for the development of professional competencies in the automotive field. Based on the diagnostic findings, a didactic strategy grounded in active learning methodologies was designed to strengthen technical literacy through contextualized reading activities, analysis of specialized documentation, diagram interpretation, and problem-based learning linked to workshop practice. It is concluded that technical reading comprehension constitutes a fundamental competency in vocational education and should be systematically integrated into teaching-learning processes within technical training programs.
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References
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