Assessment of reading competence in lower secondary education: analysis of the Ser Estudiante program results in Ecuador

Abstract

This study analyzed reading comprehension performance among lower secondary school students in Ambato, Ecuador, using data from the national “Ser Estudiante” program. A total of 960 students were assessed with a standardized test covering three dimensions of reading: literal, inferential, and critical-reflective. The objective was to identify reading achievement levels and associated factors from a quantitative approach, focusing on contextual variables such as gender, household resources, school library access, and geographic location. Findings reveal an unequal distribution: 20.6% of students were categorized as “insufficient” and only 15.5% as “advanced.” Girls significantly outperformed boys. Students with better family resources, access to school libraries, and from urban areas achieved higher scores. The ordinal logistic regression model identified school library access, household resources, and school climate perception as significant predictors of reading performance, explaining 36.2% of the total variance. The study underscores the need for equity-oriented policies to ensure equal access to reading resources and foster stimulating school environments. It also calls for strengthened pedagogical strategies to enhance higher-order reading skills and reduce existing social and territorial disparities.