Strategies to strengthen reading
comprehension in basic education: review of current evidence
Estrategias para fortalecer la comprensión lectora
en educación básica: revisión de evidencias actuales
Ana Julia
Castro Yerovi
Magíster en Educación Inicial, Unidad
Educativa Miguel Ángel León, Riobamba – Chimborazo
anaj.castro@educacion.gob.ec https://orcid.org/0009-0006-6781-4991
Sara
Paquita Donoso Caiza
Licenciada en Diseño de Modas, Unidad
Educativa Chambo, Riobamba – Chimborazo
sara.donoso@educacion.gob.ec https://orcid.org/0009-0002-8655-7661
Gloria del
Rocío Carvajal Ayala
Magíster en Pedagogía, mención en Formación
Técnica y Profesional
Unidad Educativa Mercedes de Jesús Molina, Riobamba – Chimborazo
gloria.carvajala@educacion.gob.ec https://orcid.org/0009-0006-1757-0642
Gisela
Georginza Padilla Muñoz
Magíster en Educación Inicial con mención en
Innovación en el Desarrollo Infantil
Unidad Educativa Pedro Vicente Maldonado, Riobamba – Chimborazo
gisela.padilla@educacion.gob.ec https://orcid.org/0009-0005-3015-438X
Reading
comprehension is an essential skill in basic education, as it is the basis for
cross-curricular learning and the development of critical thinking. This
article presents a systematic review of 15 scientific studies published between
2016 and 2024, with the aim of identifying and analyzing effective pedagogical
strategies to strengthen this skill in primary school students. The
bibliographic search was conducted in academic databases such as Scopus, Web of
Science, ERIC, and SciELO, using key terms such as "reading
comprehension," "pedagogical strategies," "basic
education," and "critical reading," and applying rigorous
inclusion criteria. Thematic
analysis allowed the findings to be categorized into three axes: innovative
teaching approaches (such as the use of ICTs, gamification, and project-based
learning), interventions based on metacognitive processes and self-regulation,
and practices contextualized according to sociocultural variables. It was found
that the most successful strategies are those that combine explicit
instruction, active teacher mediation, and meaningful activities that promote a
love of reading. Challenges were also identified related to teacher training,
the technological gap, and the lack of sustained policies that prioritize
reading as a cross-curricular focus. It is concluded that reading comprehension
must be addressed from a comprehensive and contextualized perspective,
combining pedagogical resources, teacher training, and institutional commitment
to improve academic performance and educational inclusion.
Keywords:
Reading comprehension, basic education, pedagogical strategies, critical
reading, systematic review.
Resumen
La
comprensión lectora constituye una competencia esencial en la educación básica,
al ser base para el aprendizaje transversal y el desarrollo del pensamiento
crítico. Este artículo presenta una revisión sistemática de 15 estudios
científicos publicados entre 2016 y 2024, con el objetivo de identificar y
analizar estrategias pedagógicas eficaces para fortalecer dicha habilidad en
estudiantes de nivel primario. La búsqueda bibliográfica se realizó en bases de
datos académicas como Scopus, Web of Science, ERIC y SciELO, utilizando
términos clave como “comprensión lectora”, “estrategias pedagógicas”,
“educación básica” y “lectura crítica”, y aplicando criterios de inclusión
rigurosos. El análisis temático permitió categorizar los hallazgos en tres
ejes: enfoques didácticos innovadores (como el uso de TIC, gamificación y
aprendizaje basado en proyectos), intervenciones basadas en procesos
metacognitivos y autorregulación, y prácticas contextualizadas según variables
socioculturales. Se evidenció que las estrategias más exitosas son aquellas que
combinan instrucción explícita, mediación docente activa y actividades
significativas que promuevan el gusto por la lectura. Asimismo, se
identificaron desafíos relacionados con la formación docente, la brecha
tecnológica y la falta de políticas sostenidas que prioricen la lectura como
eje transversal del currículo. Se concluye que la comprensión lectora debe
abordarse desde un enfoque integral y contextualizado, que articule recursos
pedagógicos, formación docente y compromiso institucional para mejorar el
desempeño académico y la inclusión educativa.
Palabras clave: Comprensión
lectora, educación básica, estrategias pedagógicas, lectura crítica, revisión
sistemática.
Introduction
Reading comprehension is a fundamental skill
in the academic, cognitive, and social development of students in basic
education. It is not just a matter of decoding words, but of interpreting,
reflecting, and constructing meaning from diverse texts, which is essential for
learning in all areas of the curriculum. In a global context characterized by
immediate access to large volumes of information and the need for critical
thinking and autonomy, training competent readers becomes an unavoidable
pedagogical priority.
Several studies have shown that low levels of
reading comprehension negatively affect school performance, create difficulties
in acquiring new knowledge, and limit students' opportunities for personal and
social development (Hernández and Rivera, 2020; OECD, 2019). In Latin America,
regional and international assessment reports, such as ERCE or PISA, reveal
that a significant percentage of students do not achieve satisfactory levels of
textual comprehension, especially in socially vulnerable contexts. This situation
raises the need to critically review the teaching strategies used in the
classroom and to strengthen evidence-based pedagogical practices.
The purpose of this literature review is to
identify and analyze effective strategies that have been shown to improve
reading comprehension in elementary school students. To this end, recent and
relevant studies were selected that cover interventions in different school
contexts, active methodologies, the use of educational technologies, and
metacognitive approaches. Particular emphasis was placed on research that
provides solid empirical data on the effects of the strategies applied and that
can be replicated or adapted by teachers in real school settings.
Among the most relevant strategies identified
in the literature are: explicit teaching of comprehension strategies
(prediction, inference, summarization, question formulation); the use of
graphic organizers; guided and shared reading; reciprocal teaching; practices
based on reading fluency; and the incorporation of interactive digital tools.
Most of these strategies promote the development of metacognitive skills,
critical thinking, and an active attitude toward reading (Duke & Pearson,
2002; Palincsar & Brown, 1986; Gutiérrez &
López, 2021).
It also analyzes the role of the teacher as a
mediator of the reading process and the importance of creating rich,
contextualized, and emotionally safe literacy environments. The article also
addresses the challenges teachers face in effectively applying these
strategies, especially in heterogeneous classrooms or those with limited
resources.
In short, this review not only systematizes
the most recent evidence on reading comprehension, but also seeks to offer
practical and well-founded guidance that contributes to improving teaching and
learning processes in basic education, with the aim of training critical,
reflective, and autonomous readers.
Methodology
This research is part of a systematic
literature review with a qualitative approach, aimed at analyzing educational
strategies designed to strengthen reading comprehension in elementary school
students. The main methodological objective was to identify, evaluate, and
synthesize recent evidence on effective pedagogical interventions that
contribute to the development of reading skills at this stage of schooling.
A descriptive-interpretative design was
adopted, based on the content analysis of scientific research published between
2016 and 2025. The qualitative approach allowed for an in-depth examination of
the didactic, technological, and psycholinguistic elements used in teaching
strategies, highlighting key patterns, benefits, challenges, and
recommendations.
Selection criteria
·
The
inclusion criteria for the selection of sources were as follows:
·
Scientific
articles, academic theses, and reviews published in peer-reviewed journals.
·
Publications
in Spanish or English that explicitly address teaching strategies for reading
comprehension at the elementary school level.
·
Publication
date between 2016 and August 2025.
·
Empirical,
systematic, or theoretical studies with critical analysis of results.
·
Exclusion
criteria included duplicate documents, opinions without empirical evidence, or
publications aimed exclusively at other educational levels (early childhood or
upper secondary education).
Sources and databases
The bibliographic search was conducted in
recognized databases such as Dialnet, Scielo, Redalyc, ERIC, Google
Scholar, ScienceDirect, and Scopus. To ensure comprehensiveness,
combinations of keywords were used, such as: “reading comprehension,” “teaching
strategies,” “basic education,” “critical reading,” “meaningful learning,” and
“reading interventions.”
Analysis procedure
·
The
methodological strategy consisted of:
·
Identification
and retrieval of information: Initially, 74 documents were located, of
which 15 key sources were selected after applying the selection criteria.
·
Data
organization: An analysis matrix was used to classify each source
according to: author, year, country, type of study, population, strategy
applied, and main results.
·
Content
analysis: A thematic coding approach was used to identify patterns,
emerging categories, and recurring approaches in reading strategies.
·
Synthesis
and interpretation: The findings were integrated in a comparative manner,
highlighting the similarities, contrasts, methodological strengths, and
limitations in the studies.
Results
Based on the analysis of the 15 selected
sources, various strategies used to strengthen reading comprehension in
elementary school students were identified. These strategies were grouped into
four broad thematic categories: metacognitive approach, use of digital
resources, project-based learning (PBL), and intentional teacher mediation.
Metacognitive strategies for reading
development
Most studies (García, 2020; Mendoza, 2021;
Rodríguez & Ramos, 2017) agree on the effectiveness of using metacognitive
strategies, such as prediction, question formulation, inference, and monitoring
comprehension during reading. These actions allow students to develop awareness
of their own reading process and self-regulate their comprehension. The
effectiveness of explicit teaching of these strategies is highlighted,
especially in contexts of reading expository texts.
Integration of digital and multimodal
resources
A second body of evidence (Zambrano, 2021;
Ortega & Rodríguez, 2023; Jiménez & Vega, 2020) highlights the positive
impact of digital technologies such as infographics, interactive applications,
hyperlinks, and online reading platforms. These tools facilitate the
comprehension of complex texts through visual, auditory, and kinesthetic
stimuli, improving motivation and access to content adapted to different levels
of reading ability.
Project-based learning and critical reading
PBL is emerging as a key methodology for
promoting critical and functional reading in school contexts (Naranjo, 2022;
Escamilla & Vargas, 2021; Cárdenas & Londoño, 2022). Evidence shows
that linking reading to interdisciplinary projects significantly improves the
ability to analyze, synthesize, and argue. In addition, projects allow students
to apply what they have read in real-life situations, consolidating meaningful
comprehension.
Teacher mediation and innovative teaching
practices
Several studies (Álvarez & Méndez, 2019;
López & Salinas, 2018; Bravo & González, 2020) highlight the key role
of the teacher as a strategic mediator. The use of progressive scaffolding,
Socratic questions, and reading modeling are effective practices. Research
indicates that dialogic interaction between teachers and students enhances
comprehension, especially when it is adapted to the needs of the group and the
types of text are diversified.
Table 1 summarizes the main characteristics
of the selected articles:
Table 1. Document analysis matrix
|
Autor
y año |
Tipo
de estrategia |
Contexto
educativo |
Nivel
escolar |
Resultados
clave |
Limitaciones
destacadas |
|
García (2020) |
Metacognitiva |
Escuela pública urbana (México) |
5° y 6° EGB |
Mejora en inferencias y autorregulación
lectora |
Dificultad en estudiantes con bajo
nivel inicial |
|
Mendoza
(2021) |
Enseñanza explícita
de estrategias |
Zona rural (Perú) |
4° EGB |
Incremento en
comprensión literal e inferencial |
Escasa continuidad
docente |
|
Rodríguez & Ramos (2017) |
Metacognitiva y preguntas guiadas |
España |
3° ciclo de primaria |
Fortalece análisis textual y evaluación
crítica |
Falta de capacitación docente |
|
Zambrano
(2021) |
Recursos digitales
interactivos |
Ecuador (urbano) |
6°-7° EGB |
Aumenta la motivación
y comprensión multimodal |
Limitaciones
tecnológicas |
|
Ortega & Rodríguez (2023) |
Plataformas digitales de lectura |
Chile |
5° EGB |
Mejora del vocabulario y comprensión
general |
Requiere acompañamiento docente
constante |
|
Jiménez
& Vega (2020) |
Multimodalidad con
videos e infografías |
Colombia |
4°-6° EGB |
Estimula lectura
activa y mayor retención |
Dificultades de
conectividad |
|
Naranjo (2022) |
ABP con enfoque crítico |
Costa Rica |
6°-7° EGB |
Desarrolla pensamiento crítico y
lectura funcional |
Alto requerimiento de planificación |
|
Escamilla
& Vargas (2021) |
Proyectos
interdisciplinarios |
México (urbano) |
5° EGB |
Promueve habilidades
integradas: lectura, escritura, expresión oral |
Evaluación poco
estandarizada |
|
Cárdenas & Londoño (2022) |
ABP con enfoque comunicativo |
Colombia |
4°-6° EGB |
Fortalece argumentación y uso del texto
en contexto |
Resistencia inicial del profesorado |
|
Álvarez
& Méndez (2019) |
Mediación docente
intencionada |
Perú |
3° ciclo EGB |
Mejora comprensión
inferencial con acompañamiento constante |
Requiere formación
continua del docente |
|
López & Salinas (2018) |
Andamiaje y modelado lector |
Argentina |
2° ciclo |
Aumenta participación y comprensión
autónoma |
Limitado a docentes experimentados |
|
Bravo
& González (2020) |
Tutoría entre pares y
lectura guiada |
Ecuador (zonas
periurbanas) |
5°-7° EGB |
Refuerza comprensión
literal e inferencial |
Dificultades en
grupos grandes |
|
Torres & Ríos (2019) |
Uso de cuentos y dramatización |
Bolivia |
4° EGB |
Favorece comprensión emocional y
simbólica |
Resultados variables por grupo |
|
Paredes
et al. (2021) |
Aplicación de
rúbricas de comprensión |
Venezuela |
6° EGB |
Mayor autonomía
lectora y autorreflexión |
Requiere tiempo y
ajustes |
|
Olivares (2022) |
Gamificación y comprensión |
Ecuador (privado) |
5° EGB |
Mejora atención y comprensión en tiempo
limitado |
Falta de generalización a otros niveles |
The results show that reading comprehension
in basic education can be significantly strengthened through specific teaching
strategies, supported by intentional intervention on the part of the teacher. A
constant in most of the studies analyzed is the effectiveness of metacognitive
and explicit teaching strategies (García, 2020; Rodríguez & Ramos, 2017;
Mendoza, 2021), which allow students to become aware of their reading process,
activate prior knowledge, and monitor their comprehension. This coincides with
previous research, such as that of Solé (2012), who highlights that teaching
students to think about their own reading increases autonomous and critical
learning.
Likewise, the use of digital and interactive
resources has been shown to have a significant impact, especially in terms of
motivation, access to diverse texts, and stimulation of multimodal learning
(Zambrano, 2021; Ortega & Rodríguez, 2023). This trend responds to the
growth of the techno-pedagogical approach in post-pandemic basic education,
where platforms such as Book Creator, Storyjumper,
and Kahoot have been valued for their ability to integrate gamification with
reading (Olivares, 2022; Hinojo-Lucena et al., 2019). However, several studies
warn that their use without teacher mediation can lead to distraction or a
superficial approach to the text, as pointed out by Jiménez & Vega (2020)
and López & Salinas (2018).
On another front, project-based learning
(PBL), with communicative or interdisciplinary approaches, is emerging as one
of the most powerful strategies for developing deep reading comprehension and
textual analysis skills in real contexts (Naranjo, 2022; Cárdenas &
Londoño, 2022). These approaches integrate reading with writing, oral
communication, argumentation, and collaborative work, aligning with the
proposals of Freire (1997) and Cassany (2006), who
emphasize that reading is a social, critical, and situated act. However, its
implementation requires teachers with solid didactic training, collaborative
planning, and institutional support.
On the other hand, teacher support, gradual
scaffolding, and formative assessment through rubrics and peer tutoring have
also proven to be key for students to advance from literal comprehension to
inferential and critical levels (Álvarez & Méndez, 2019; Bravo &
González, 2020; Paredes et al., 2021). This reinforces Vygotsky's (1978)
proposal on the zone of proximal development, where learning is enhanced
through interaction with others.
Despite these positive findings, structural
limitations persist that condition the sustainability of these strategies, such
as teacher turnover, lack of connectivity or adequate materials in rural
contexts, or limited training in critical reading (Escamilla & Vargas,
2021; Morales, 2021). Therefore, it is necessary to promote public policies
that strengthen initial and continuing teacher training, access to relevant
technologies, and the creation of reading communities of practice.
Finally, it should be noted that the most
successful strategies are not exclusively technological or innovative, but
rather those that combine pedagogical intent, active student participation,
sociocultural context, and reflective assessment. Future research should focus
on exploring sustainable strategies that are adaptable to different
socioeconomic levels and that include student voice in the assessment of their
own comprehension.
Conclusions
The evidence reviewed highlights that the
most effective reading comprehension strategies integrate explicit teaching of
metacognitive skills, interdisciplinary work, and constant teacher mediation.
These practices promote active, critical, and reflective reading from the early
years of schooling, with a direct impact on overall academic performance.
The use of digital and interactive
technologies such as gamification and multimedia resources has been shown to
improve student motivation and participation, especially in contexts where
reading is often perceived as a compulsory task. However, their effectiveness
depends on pedagogical design, teacher training, and equitable access to
resources.
Likewise, reading comprehension must be
approached as a complex process influenced by sociocultural, emotional, and
contextual factors. Strategies that consider these elements, such as
collaborative reading, the social-emotional approach, or project-based
learning, show more significant results in vulnerable populations.
There is an urgent need to train and support
teachers in the development and application of diversified, sustainable
strategies adapted to the realities of their students. This training must be
coordinated with inclusive educational policies that recognize reading
comprehension as a cross-cutting theme in school learning.
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