Estrategias didácticas para mejorar la comprensión lectora en estudiantes de educación secundaria.
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2026-07-31
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación aborda la comprensión lectora en estudiantes de educación secundaria, problemática que persiste pese a su relevancia para el desarrollo académico y personal del estudiante. El objetivo fue caracterizar los fundamentos teóricos y las estrategias didácticas reportadas en artículos y tesis de investigación publicados entre 2020 y 2025 que contribuyen a mejorar la comprensión lectora en estudiantes de educación secundaria. Se empleó la metodología de revisión sistematizada, mediante la búsqueda y análisis de 20 estudios en las bases SciELO, ALICIA, Dialnet y Google Académico. El desarrollo temático comprendió la definición, importancia, niveles y factores que afectan la comprensión lectora, las teorías pedagógicas que la sustentan, y dos estrategias didácticas específicas: la lectura en voz alta y la tertulia literaria. Se concluye que los fundamentos teóricos y estrategias didácticas mejoran la comprensión lectora no por el contenido que se enseña, sino por la forma en que se desarrollan, evidenciando que las prácticas pedagógicas deben ser modeladas, dinámicas, dialógicas y contextualizadas para formar lectores reflexivos, analíticos, críticos y creativos.
This research addresses reading comprehension in secondary school students, a problem that persists despite its relevance to students' academic and personal development. The objective was to characterize the theoretical foundations and teaching strategies reported in research articles and theses published between 2020 and 2025 that contribute to improving reading comprehension in secondary school students in Latin America. A systematic review methodology was used, through the search and analysis of 20 studies in the SciELO, ALICIA, Dialnet, and Google Scholar databases. The thematic development included the definition, importance, levels, and factors that affect reading comprehension, the pedagogical theories that support it, and two specific teaching strategies: reading aloud and literary discussions. It is concluded that theoretical foundations and didactic strategies improve reading comprehension not because of the content taught, but because of the way they are developed, demonstrating that pedagogical practices must be modeled, dynamic, dialogical and contextualized to form reflective, analytical, critical and creative readers.
This research addresses reading comprehension in secondary school students, a problem that persists despite its relevance to students' academic and personal development. The objective was to characterize the theoretical foundations and teaching strategies reported in research articles and theses published between 2020 and 2025 that contribute to improving reading comprehension in secondary school students in Latin America. A systematic review methodology was used, through the search and analysis of 20 studies in the SciELO, ALICIA, Dialnet, and Google Scholar databases. The thematic development included the definition, importance, levels, and factors that affect reading comprehension, the pedagogical theories that support it, and two specific teaching strategies: reading aloud and literary discussions. It is concluded that theoretical foundations and didactic strategies improve reading comprehension not because of the content taught, but because of the way they are developed, demonstrating that pedagogical practices must be modeled, dynamic, dialogical and contextualized to form reflective, analytical, critical and creative readers.
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comprensión lectora, estrategias didácticas, educación secundaria, reading comprehension, teaching strategies, secondary education