Systematic review about reading comprehension in the school stage.
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Abstract
Currently, the school assumes the responsibility of working on reading comprehension, which is associated with school performance and cognitive processes that increase their development. It should be mentioned that students must be guided throughout the process. Objective. The systemic review aims to clarify concepts related to reading comprehension in the databases Scopus, Scielo, Dialnet, Redalyc, ESBSCO y Rebic, between the years 2016 to 2021, at the preschool and primary and secondary education levels. Materials and methods. It is a quantitative, descriptive study, with a final sample of 20 articles from the last 5 years in indexed journals. Results. After applying inclusion and exclusion criteria, 20 potential articles were selected, which evidenced research carried out on reading comprehension. Conclusion. Reading comprehension is a capacity that mobilizes skills, develops cognitive processes, needs strategies for its development and is more significant when it is contextualized.
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