espanolEl objetivo de la siguiente investigacion fue establecer la relacion entre comprension lectora y flexibilidad cognitiva en estudiantes universitarios matriculados entre primer y cuarto semestre academico, para lo cual se utilizaron dos instrumentos, la prueba de comprension de lectura PISA para evaluar el nivel de competencias lectoras que presentan los estudiantes y el Test de Clasificacion de Cartas de Wisconsin (WCST) para medir la flexibilidad cognitiva de los mismos. Mediante analisis descriptivo y correlacion bivariada de Pearsonse encontro que con respecto a los componentes de la comprension lectora evaluados se obtuvieron puntajes superiores a la media teorica. En flexibilidad cognitiva la mayor proporcion de los estudiantes se ubican dentro de lo esperado para la prueba, sin embargo, es significativo el porcentaje de estudiantes que demostraron grados de perseveracion severos y moderados. Se concluye que no hay relaciones estadisticamente significativas entre comprension lectora y flexibilidad cognitiva. EnglishThe objective of this research was to establish the relationship between reading comprehension and cognitive flexibility in university students enrolled between the first and fourth academic semester, for which two instruments were used, the PISA reading comprehension test to assess the level of reading skills present the students and the Wisconsin Card Classification Test (WCST) to measure their cognitive flexibility. By means of descriptive analysis and bivariate correlation of Pearson, it was found that with respect to the components of reading comprehension evaluated, scores higher than the theoretical average were obtained. In cognitive flexibility, the highest proportion of students are within the expected range for the test, however, the percentage of students who demonstrated severe and moderate perseveration grades is significant. It is concluded that there are no statistically significant relationships between reading comprehension and cognitive flexibility.