Abstract

The study introduces a test designed to assess the reading behavior of incoming Chilean university students. It was conducted in two phases: the first, involving 36 engineering students, aimed to refine the test by eliminating certain items. The second phase included 219 first-year education students, validating the instrument. Adjustments were made to items, texts, and response times, ensuring the test duration within an hour. Cognitive and metacognitive variable analyses revealed a moderate correlation in the regression model with approved credits (0.476). These findings suggest acceptable psychometric properties for the test's application among education and social science students, emphasizing its validity and reliability.