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El presente trabajo tiene como propósito principal analizar la relación entre los niveles de comprensión lectora de estudiantes de la carrera Lenguas Extranjeras y su competencia escrita a partir de biografías de personalidades cuyos nombres llevan la escuela donde realizan su práctica profesional. Para ello se ha empleado un estudio descriptivo-interpretativo a partir de la implementación de siete tipos de acciones (3 de lectura y 4 de escritura), en una muestra de 20 estudiantes de tercer año de la carrera Lenguas Extranjeras de la Universidad de Camagüey durante el curso 2018-2019. Los resultados mostraron dos hallazgos fundamentales sobre los niveles de lectura de los estudiantes y la relación en la competencia escritural, los que sirvieron además como puntales para el mejoramiento de la didáctica de la lectoescritura en la carrera.
The present paper deals with the analysis of the relation between reading comprehension in students of the English Foreign Language major, and their writing competence from biographical texts of the school of the same name, where the students do their in-service training. To this end, a descriptive-interpretative study was applied, and seven types of actions (3 reading actions and 4 writing actions) were implemented to a sample of 20 third-year students of the English Foreign Language major in Camagüey University during the 2018-2019 academic year. The results showed two main findings: first, the low levels in reading competence in biographical texts, mainly in identifying character behavior and its causes, and likewise the hermeneutic organization of the text; second, the argumentative writing was significantly affected by the low levels in students' reading competence and a lack of their own arguments. The interconnection between reading-writing constitutes a relevant factor for the improvement of the didactics of reading and writing in the major.
