Interactive digital platforms and reading comprehension: A systematic review of strategies applied in primary education
DOI:
https://doi.org/10.5281/zenodo.17111565Keywords:
reading comprehension, primary education, pedagogical strategies, digital platformsAbstract
The rapid advancement of digital technologies has significantly transformed educational practices, opening up new possibilities for enhancing reading comprehension in primary education. Within this framework, this study aimed to examine, through a systematic review based on the PRISMA protocol, the strategies implemented through interactive digital platforms to strengthen reading comprehension in primary school students. To this end, an exhaustive search was conducted in the ERIC, Web of Science, and Redalyc databases, using terms related to "reading comprehension," "primary education," and "digital platforms" as descriptors in Spanish and English. Initially, 5,304 articles were registered without specific filters, but after a rigorous selection and refinement process, 27 studies were selected for the final analysis. The results indicated that interactive digital platforms promote the development of reading comprehension skills at the literal, inferential, and critical levels, as well as increased motivation, self-regulation, and metacognitive thinking. Among the most effective strategies were gamification, the use of graphic organizers, guided reading in digital environments, and personalized support systems based on artificial intelligence. Thus, it is concluded that the effectiveness of these interventions depends largely on methodologically consistent implementation, adequate teacher training, and adaptation to students' sociocultural characteristics.
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