<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000200776</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.950</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión lectora: un estudio comparativo entre estudiantes bilingües y monolingües en educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension: a comparative study between bilingual and monolingual students in primary education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Compreensão de leitura: um estudo comparativo entre alunos bilíngues e monolíngues do ensino básico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valero Ancco]]></surname>
<given-names><![CDATA[Vidnay Noel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lujano Ortega]]></surname>
<given-names><![CDATA[Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pari Orihuela]]></surname>
<given-names><![CDATA[Miryam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cariapaza Mamani]]></surname>
<given-names><![CDATA[Guido Jhemy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condori Castillo]]></surname>
<given-names><![CDATA[Wido Willam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderon Quino]]></surname>
<given-names><![CDATA[Katty Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano Grupo de Investigación Educativa Rikch&#8217;ariy ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>776</fpage>
<lpage>786</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000200776&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000200776&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000200776&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La comprensión lectora es esencial para el desarrollo académico de los niños. El presente estudio tiene como objetivo comparar el nivel de comprensión lectora en estudiantes bilingües y monolingües del tercer ciclo de educación primaria de la provincia de Puno, Perú. Se adoptó un enfoque cuantitativo-descriptivo, transaccional y no experimental. La muestra estuvo compuesta por 182 alumnos, clasificados en monolingües (73) y bilingües (109). Se recolectaron los datos a partir de una prueba de comprensión de textos realizada en castellano. Los resultados revelaron que los niveles de "Logro previsto" (23,1 %) y "Logro destacado" (15,4 %) fueron bajos. Además, se encontró diferencias significativas en la comprensión lectora, al obtener los monolingües mejores resultados que los bilingües, especialmente aquellos que hablan quechua, de los cuales el 39,7 % se ubicó en "En inicio". Se concluye que resulta pertinente implementar estrategias educativas adaptadas a las características lingüísticas y culturales de los escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Reading comprehension is essential for children's academic development. The present study aims to compare the level of reading comprehension in bilingual and monolingual students in the third cycle of primary education in the province of Puno, Peru. A quantitative-descriptive, transactional and non-experimental approach was adopted. The sample consisted of 182 students, classified as monolingual (73) and bilingual (109). Data were collected from a text comprehension test conducted in Spanish. The results revealed that the levels of "Expected achievement" (23,1 %) and "Outstanding achievement" (15,4 %) were low. In addition, significant differences were found in reading comprehension, with monolinguals obtaining better results than bilinguals, especially those who speak Quechua, of which 39,7 % were "In the beginning". It is concluded that it is pertinent to implement educational strategies adapted to the linguistic and cultural characteristics of schoolchildren.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A compreensão da leitura é essencial para o desenvolvimento acadêmico das crianças. O presente estudo tem como objetivo comparar o nível de compreensão de leitura em alunos bilíngues e monolíngues do terceiro ciclo do ensino fundamental na província de Puno, Peru. Foi adotada uma abordagem quantitativa-descritiva, transacional e não experimental. A amostra foi composta por 182 estudantes, classificados como monolíngues (73) e bilíngues (109). Os dados foram coletados a partir de um teste de compreensão de texto realizado em espanhol. Os resultados revelaram que os níveis de &#8220;Realização Esperada&#8221; (23,1 %) e &#8220;Realização Excepcional&#8221; (15,4 %) foram baixos. Além disso, foram encontradas diferenças significativas na compreensão de leitura, com os monolíngues obtendo melhores resultados do que os bilíngues, especialmente aqueles que falam quíchua, dos quais 39,7 % estavam na categoria "Iniciante". Conclui-se que é pertinente implementar estratégias educacionais adaptadas às características linguísticas e culturais dos escolares.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Estudiante de primaria]]></kwd>
<kwd lng="es"><![CDATA[Escuelas rurales]]></kwd>
<kwd lng="es"><![CDATA[Monolingües]]></kwd>
<kwd lng="en"><![CDATA[Bilingualism]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Primary school student]]></kwd>
<kwd lng="en"><![CDATA[Rural schools]]></kwd>
<kwd lng="en"><![CDATA[Monolinguals]]></kwd>
<kwd lng="pt"><![CDATA[Bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Estudante do ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Escolas rurais]]></kwd>
<kwd lng="pt"><![CDATA[Monolíngue]]></kwd>
</kwd-group>
</article-meta>
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