READING AND LEXICAL COMPETENCE: RELEVANCE IN THE FIELD OF HIGHER EDUCATION

The university education of Peru has been characterized by having a high demand for quality in the educational competencies of both teachers and students. In the contemporary paradigm of competencies and the knowledge society, it is required that they possess qualities based on the activity of research (García, 2020). However, this requires, at the same time, the exercise and good performance of the relevant skills.
Linguistic skills are fundamental pillars of the above because they enable and guarantee practically everything in which language participates, that is, in everything. University education seeks the production of knowledge, that is, products of writing and reading of various kinds carried out by students (García et al., 2020). Such requirements are based on skills that are of interest to this document: reading comprehension and lexical skills.
These two pillars with which the university educational process can be optimized require a joint effort by university agents, who are students and teachers. As is well known, both in the Peruvian context are valued in such a way that students either do not reach the appropriate levels or are simply elusive. The reasons for these deficiencies may be due to the lack of habit and custom, but there are other factors by which this negative behavior constitutes a social problem (Castellar et al., 2021).
Likewise, the possible solutions to this problem should not be weak educational nostrums, but constitute social policies with an impact on the personality of the students. In this way, your skills can be optimized to the point that, when you finish your studies, you can properly say that your professionalism was worth your effort and dedication.
In the first two chapters, the linguistic competences referred to above are addressed in a special way. In both, the consideration of language in general and its practices in education such as reading, writing and communication are of pertinent mention since in these practices the level of competences is manifested, in addition to the fact that the latter strengthen them.
In the first chapter, referring to reading comprehension, the main index of shortcomings in Peruvian education, its importance for academic life and daily life is addressed, while at the same time it constitutes an educational tool for access to different epistemic domains. In the second chapter, lexical competence is addressed beyond its limited vocabulary meaning. The extension of its concept touches the foundations of linguistic education and the language of the community to which it is professionally inserted, lexical availability.
In the third and fourth chapters, these competencies are addressed at a local level, Peruvian education, which, due to its limitations and performance, is worth observing because although it constitutes a clear problem for other countries, its solution can be very useful. contributing to the Latin American community in general. The fifth and last chapter deals with final considerations in this regard, of a theoretical and practical nature.