Artículos
Análisis de la legibilidad y la complejidad léxica en resúmenes de tesis de educación inicial y educación básica
Resumen
La legibilidad de los textos académicos es un factor clave para garantizar la comprensión lectora, especialmente en contextos educativos donde la claridad textual tiene un impacto directo en el aprendizaje. El objetivo principal de este artículo es identificar los niveles de complejidad textual y las diferencias en las prácticas discursivas entre dos disciplinas. Para ello, se adoptó un enfoque mixto con diseño descriptivo, combinando métodos cuantitativos y cualitativos. La legibilidad de los resúmenes escritos en inglés se examinó mediante fórmulas tradicionales, como de Flesch Reading Ease, Flesch-Kincaid Grade Level y Gunning Fog Index. Asimismo, se emplearon herramientas computacionales como Text Inspector y VocabProfile, que permitieron analizar la diversidad léxica y variables discursivas. Los resultados revelaron una elevada complejidad lingüística en ambos grupos de textos. Los resúmenes de Educación Inicial presentaron mayor dificultad de lectura, con índices extremos en todas las fórmulas aplicadas; por el contrario, los textos de Educación Básica mostraron mayor riqueza léxica y sofisticación. El análisis de los marcadores discursivos reveló un predominio de recursos interactivos, especialmente transiciones, mientras que los interaccionales fueron escasos, lo que evidenció un estilo académico objetivo e impersonal. En conclusión, se identifican patrones de escritura que dificultan la comprensión, siendo más pronunciados en Educación Inicial. Este estudio resalta la necesidad de fortalecer las competencias de escritura académica para mejorar la claridad, la coherencia y la accesibilidad de los textos universitarios.
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Referencias
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