Resumen

FLORES REVOREDO, Rina del Rosario; GONZALEZ SAID DE LA OLIVA, Mariela del Pilar  y  GONZALES NUNEZ, Cristhian Anibal. Implicit theory for the development of reading comprehension. Tribunal [online]. 2025, vol.5, n.13, pp.73-87.  Epub 02-Oct-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i13.256.

The general objective of this article was to carry out an analysis of the implicit theories that favor the reading comprehension process. This topic highlights the importance of developing a positive implicit theory, where students believe in their ability to improve their comprehension skills, which encourages the adoption of more effective reading strategies and a more open disposition towards continuous learning. This approach suggests that, in addition to factors such as decoding and vocabulary, the motivational factor plays a crucial role in reading comprehension and, therefore, in the development of reading skills at all educational levels. The PRISMA version 2020 methodology was used, which is a statement that requires carrying out the identification, selection, and inclusion processes. 20 articles published in databases such as Scopus, Scielo, and Google Scholar were reviewed, so it was necessary to carry out a theoretical review to achieve the stated objective. The results showed that the role of implicit theories also extends to the field of reading comprehension, an area where beliefs about the malleability of reading skills have a direct impact. Current research shows that students who believe in the possibility of improving their reading comprehension tend to employ active learning strategies, such as comprehension monitoring and self-assessment, which translates into greater reading success. This finding suggests that, in addition to cognitive skills, the perception of the possibility of development influences reading performance and the disposition towards autonomous learning.

Palabras clave : Reading comprehension; Implicit theories; Reading; Theories.

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