Análisis de la comprensión lectora en la educación
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Se prevé que el 80% de alumnos de sexto grado en América Latina y el Caribe (ALC) no alcanzan el nivel mínimo de comprensión lectora. A través de este estudio se pretende analizar la comprensión lectora en la educación mediante una revisión sistemática, utilizando para la búsqueda bases de datos como Dialnet, Scopus, Scielo, Reladyc y Google Académico; los descriptores empleados fueron Reading comprehension, Reading development, Reading levels, Importance of reading comprehension. Como resultados de búsquedas se hallaron 2,124 estudios, detallados de la siguiente manera: 380 en Scopus, 512 en Dialnet, 396 en Scielo, 410 en Redalyc y 426 en Google; luego se procedió a la eliminación de publicaciones duplicadas o las que no tenían vínculo directo con el propósito del estudio quedando 24 fuentes para analizar previo criterio del cribado. Concluyendo que la comprensión lectora no es simplemente una habilidad aislada, sino un proceso dinámico y multifacético que se ve influenciado por diversos factores, entre los cuales se destacan los conocimientos previos del lector y las estrategias pedagógicas empleadas por los educadores
It is expected that 80% of sixth graders in Latin America and the Caribbean (LAC) do not reach the minimum level of reading comprehension. The aim of this study is to analyze reading comprehension in education through a systematic review, using databases such as Dialnet, Scopus, Scielo, Reladyc and Google Scholar for the search; the descriptors used were Reading comprehension, Reading development, Reading levels, Importance of reading comprehension. As search results, 2,124 studies were found, detailed as follows: 380 in Scopus, 512 in Dialnet, 396 in Scielo, 410 in Redalyc and 426 in Google; then we proceeded to eliminate duplicate publications or those not directly related to the purpose of the study, leaving 24 sources to be analyzed after screening criteria. We concluded that reading comprehension is not simply an isolated skill, but a dynamic and multifaceted process that is influenced by various factors, among which the reader's previous knowledge and the pedagogical strategies employed by educators stand out.
It is expected that 80% of sixth graders in Latin America and the Caribbean (LAC) do not reach the minimum level of reading comprehension. The aim of this study is to analyze reading comprehension in education through a systematic review, using databases such as Dialnet, Scopus, Scielo, Reladyc and Google Scholar for the search; the descriptors used were Reading comprehension, Reading development, Reading levels, Importance of reading comprehension. As search results, 2,124 studies were found, detailed as follows: 380 in Scopus, 512 in Dialnet, 396 in Scielo, 410 in Redalyc and 426 in Google; then we proceeded to eliminate duplicate publications or those not directly related to the purpose of the study, leaving 24 sources to be analyzed after screening criteria. We concluded that reading comprehension is not simply an isolated skill, but a dynamic and multifaceted process that is influenced by various factors, among which the reader's previous knowledge and the pedagogical strategies employed by educators stand out.
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Vol. 7, No. 31