READING HABIT DEFICIT AND ITS IMPACT ON READING COMPREHENSION AND TEXT PRODUCTION IN SCHOOL-AGE ADOLESCENTS

Abstract

This scientific essay analyzes the impact of reading deficits on adolescents' text comprehension and production processes. The article is based on a critical documentary review of recent studies conducted primarily in Latin American educational contexts. From a theoretical perspective, the article addresses the fundamental components of reading and writing skills, as well as their direct relationship with students' cognitive, communicative, and academic development. The methodology employed is qualitative-descriptive, based on the compilation, analysis, and interpretation of previous research on reading habits, text comprehension, and text production performance. The findings highlight that the lack of solid reading habits can seriously affect reading comprehension at the literal, inferential, and critical levels, impacting adolescents' ability to interpret, argue, and structure written discourses coherently. The main causes of reading deficits are identified as the excessive use of technology, limited family support, traditional teaching, and a lack of motivating pedagogical resources. It has also been found that text production decreases in quality when students lack consistent reading role models, affecting their overall academic performance and intellectual development. It is suggested that overcoming this problem requires a comprehensive intervention that integrates innovative pedagogical strategies, the strengthening of school libraries, the proper use of digital devices, teacher training, and the active involvement of families. Reading should be promoted as a cultural practice that transforms and enhances autonomy, creativity, and the critical construction of knowledge in adolescents.