Comprensión lectora en la educación básica: revisión sistemática de las investigaciones empíricas actuales
Reading Comprehension in Basic Education: A Systematic Review of Current Empirical ResearchContenido principal del artículo
Introducción: La habilidad interpretativa de textos es fundamental en la educación básica, ya que facilita el razonamiento crítico, la comprensión y la expresión escrita de los estudiantes. Objetivo: Analizar el estado actual de la comprensión lectora en la educación básica a partir de la evidencia científica reciente. Metodología: Se realizó una revisión sistemática cualitativa siguiendo el protocolo PRISMA, con búsqueda en Scopus, Web of Science, Scielo y ERIC. Se aplicaron criterios de inclusión y exclusión rigurosos, seleccionándose 20 estudios empíricos publicados entre 2022 y 2025. Resultados: El 55 % de los estudios se desarrolló en contextos latinoamericanos. El 65 % reportó deficiencias en el nivel inferencial de comprensión lectora. Predominó la comprensión literal y la decodificación deficiente se identificó como principal obstáculo para el desarrollo de habilidades interpretativas más complejas. Conclusiones: Las intervenciones integrales que articulan decodificación, estrategias metacognitivas, uso de tecnología educativa y formación docente presentan los mayores efectos positivos sobre la comprensión lectora. Se recomienda implementar programas pedagógicos holísticos que fortalezcan tanto la capacidad interpretativa como la inferencial en estudiantes de educación básica.
Introduction: Textual interpretation skills are fundamental in basic education, as they foster critical reasoning, comprehension, and written expression among students. Objective: To analyze the current status of reading comprehension in basic education based on recent empirical evidence. Methodology: A qualitative systematic review was conducted following the PRISMA protocol, involving searches in Scopus, Web of Science, SciELO, and ERIC. Rigorous inclusion and exclusion criteria were applied, resulting in the selection of 20 empirical studies published between 2022 and 2025. Results: Fifty-five percent of the studies were conducted in Latin American contexts. Sixty-five percent reported deficiencies at the inferential level of reading comprehension. Literal comprehension predominated, and deficient decoding was identified as the primary obstacle to the development of more complex interpretive skills. Conclusions: Comprehensive interventions that integrate decoding, metacognitive strategies, the use of educational technology, and teacher training yield the most significant positive effects on reading comprehension. The implementation of holistic pedagogical programs that strengthen both interpretive and inferential capacities in basic education students is recommended.
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