<?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>S2616-79642023000502699</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i31.695</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la comprensión lectora en la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of reading comprehension in education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da compreensão leitora na educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Altamirano]]></surname>
<given-names><![CDATA[Wilmer Percy Cieza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>31</numero>
<fpage>2699</fpage>
<lpage>2710</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000502699&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000502699&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000502699&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se prevé que el 80% de alumnos de sexto grado en América Latina y el Caribe (ALC) no alcanzan el nivel mínimo de comprensión lectora. A través de este estudio se pretende analizar la comprensión lectora en la educación mediante una revisión sistemática, utilizando para la búsqueda bases de datos como Dialnet, Scopus, Scielo, Reladyc y Google Académico; los descriptores empleados fueron Reading comprehension, Reading development, Reading levels, Importance of reading comprehension. Como resultados de búsquedas se hallaron 2,124 estudios, detallados de la siguiente manera: 380 en Scopus, 512 en Dialnet, 396 en Scielo, 410 en Redalyc y 426 en Google; luego se procedió a la eliminación de publicaciones duplicadas o las que no tenían vínculo directo con el propósito del estudio quedando 24 fuentes para analizar previo criterio del cribado. Concluyendo que la comprensión lectora no es simplemente una habilidad aislada, sino un proceso dinámico y multifacético que se ve influenciado por diversos factores, entre los cuales se destacan los conocimientos previos del lector y las estrategias pedagógicas empleadas por los educadores]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is expected that 80% of sixth graders in Latin America and the Caribbean (LAC) do not reach the minimum level of reading comprehension. The aim of this study is to analyze reading comprehension in education through a systematic review, using databases such as Dialnet, Scopus, Scielo, Reladyc and Google Scholar for the search; the descriptors used were Reading comprehension, Reading development, Reading levels, Importance of reading comprehension. As search results, 2,124 studies were found, detailed as follows: 380 in Scopus, 512 in Dialnet, 396 in Scielo, 410 in Redalyc and 426 in Google; then we proceeded to eliminate duplicate publications or those not directly related to the purpose of the study, leaving 24 sources to be analyzed after screening criteria. We concluded that reading comprehension is not simply an isolated skill, but a dynamic and multifaceted process that is influenced by various factors, among which the reader's previous knowledge and the pedagogical strategies employed by educators stand out.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Espera-se que 80% dos alunos do sexto ano do ensino fundamental na América Latina e no Caribe (ALC) não atinjam o nível mínimo de compreensão de leitura. Este estudo tem como objetivo analisar a compreensão da leitura na educação por meio de uma revisão sistemática, utilizando bases de dados como Dialnet, Scopus, Scielo, Reladyc e Google Scholar; os descritores utilizados foram Compreensão da leitura, Desenvolvimento da leitura, Níveis de leitura, Importância da compreensão da leitura. Como resultados da pesquisa, foram encontrados 2.124 estudos, detalhados da seguinte forma: 380 no Scopus, 512 no Dialnet, 396 no Scielo, 410 no Redalyc e 426 no Google; em seguida, procedemos à eliminação de publicações duplicadas ou que não tinham ligação direta com o objetivo do estudo, restando 24 fontes a serem analisadas de acordo com os critérios de triagem. A conclusão foi que a compreensão de leitura não é simplesmente uma habilidade isolada, mas um processo dinâmico e multifacetado que é influenciado por vários fatores, inclusive o conhecimento prévio do leitor e as estratégias pedagógicas empregadas pelos educadores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Competencias lectoras]]></kwd>
<kwd lng="es"><![CDATA[Niveles de comprensión lectora]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Reading skills]]></kwd>
<kwd lng="en"><![CDATA[Levels of reading comprehension]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização em leitura]]></kwd>
<kwd lng="pt"><![CDATA[níveis de compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de leitura]]></kwd>
</kwd-group>
</article-meta>
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