Reading comprehension levels in university students: systematic literature review
DOI:
https://doi.org/10.5281/zenodo.16177897Keywords:
reading comprehension, inferential comprehension, critical comprehensionAbstract
This systematic review focused on the analysis of reading comprehension at its literal, inferential, and critical levels. To this end, various scientific databases were explored, including Scopus, Web of Science, Medline, and SciELO. Articles were selected using the descriptor "reading comprehension" in both Spanish and English, depending on the language of each database. The analysis process concluded with the selection of 50 studies, distributed as follows: 16 from Web of Science, 14 from Scopus, 5 from Medline, and 15 from SciELO. The results demonstrated the importance of comprehensively addressing the three levels of reading comprehension to promote meaningful learning. A gap in the effective acquisition of new knowledge was also identified, attributed to deficiencies at these levels. These findings highlight the need to implement pedagogical strategies that explicitly reinforce reading skills in order to optimize learning and comprehension processes. In summary, the review underscores the importance of strengthening reading comprehension instruction at its various levels to overcome existing difficulties and promote deeper and more lasting learning.
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