Year: 2026
Type: article
Study design: Systematic Review
Abstract: There is evidence regarding the importance of explicit instruction in reading comprehension; however, research on teaching practices is scarce compared to studies that assess reading comprehension after the implementation of instructional programs. Therefore, it is important to understand the current state of research on teaching text comprehension strategies to elementary school students once they have moved beyond the decoding phase. A systematic review was conducted of scientific articles available in the Scopus, SpringerLink, Taylor and Francis, Sage Journal, and ProQuest databases using keywords in Spanish and English such as “teaching strategies,” “reading comprehension,” and “primary education,” combined with Boolean operators. Eight articles met the inclusion criteria. The findings showed that teachers implement strategies that promote higher levels of comprehension—such as making predictions, clarifying the meanings of unfamiliar words, and writing summaries—as well as strategies geared toward basic levels of learning, such as rewriting texts and answering closed-ended questions. Regarding data collection techniques, questionnaires, observational records, and semi-structured interviews are the most commonly used by researchers. Disparities were evident between what should be taught and what actually happens in the classroom due to some teachers’ lack of knowledge about strategies to promote reading comprehension. Likewise, data collection techniques must be evaluated to avoid biases such as social desirability.
Source: Acta Innovations
Author: Gloria Johanna Montaña Mogollón
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7225120979