Reading Comprehension in Basic Science Education
DOI:
https://doi.org/10.37843/rted.v18i1.593
Article Sidebar
Main Article Content
Abstract
Reading comprehension (LC) is the ability to understand and interpret what is read, with great relevance in teaching basic sciences. The objective of the research was to analyze the bibliographic sources on the current state of LC in teaching basic sciences to children in schools around the world. This research was based on the systemic method, with an interpretive paradigm, a qualitative approach, and a descriptive narrative design of a literary documentary type. Digital recording was used as a technique with the support of the Zotero reference manager and the PRISMA 2020 methodology. The universe focused on articles published until June 2024 in 3 databases: Scopus, Web of Science (WoS), and SciElo, in which 30 articles were obtained as a sample for this review. The results highlighted the role of implementing instructional strategies in improving LC and learning, especially in 4th-grade children from Turkey. It was concluded that LC is a fundamental process for children's learning of basic sciences. However, due to the heterogeneity of the various methods, future studies need to evaluate individual efficacy through prospective studies or trials.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
and sixth-grade native Arab children. Journal of psycholinguistic research, 28 (1), 93-101. https://doi.org/10.1023/A:1023291620997 DOI: https://doi.org/10.1023/A:1023291620997
Acosta, R. D. C. S., & Jiménez, O. C. S. (2023). “Minuto diez”: una alternativa de educativa peruana para la enseñanza de la comunicación y desarrollo de la comprensión lectora. Igobernanza, 6(23), 393-412. https://doi.org/10.47865/igob.vol6.n23.2023.302 DOI: https://doi.org/10.47865/igob.vol6.n23.2023.302
Aguilera, R. A., Fuentes, H., & López-Soto, O. P. (2021). A propósito de las revisiones sistemáticas, los metaanálisis y los resúmenes de revisiones sistemáticas. Nutrición Hospitalaria, 38(3), 677-678. https://dx.doi.org/10.20960/nh.03610 DOI: https://doi.org/10.20960/nh.03610
Akkaya, N. (2011). Effects of using the reading comprehension strategies on the attitudes at elementary school 8th grade Turkish course. TOJCE: The Online Journal of Counselling and Education, 1(2). https://n9.cl/kd4yn
Al-Janaideh, R., Hipfner-Boucher, K., Comprensión lectora eave, P., & Chen, X. (2022). Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years. International journal of bilingual education and bilingualism, 25(7), 2495-2510. https://n9.cl/hre54 DOI: https://doi.org/10.1080/13670050.2021.1927974
AlRyalat, S. A. S., Malkawi, L. W., & Momani, S. M. (2019). Comparing Bibliometric Analysis Using PubMed, Scopus, and Web of Science Databases. Journal of visualized experiments: JoVE, (152). DOI: 10.3791/58494. DOI: https://doi.org/10.3791/58494-v
Alvarez, O. H. (2001). Reading competence of Elementary School Students: an assessment in public schools of Medellin. Revista Interamericana de Bibliotecologia, 24(1), 45-67. https://doi.org/10.17533/udea.rib.7832
Alves, F. A., & Candido, O. (2020). School effect and student performance: a Latin American assessment from PISA. Economía, 43(86), 79-99. https://doi.org/10.18800/economia.202002.004 DOI: https://doi.org/10.18800/economia.202002.004
Arreola Saldívar, E., & Coronado Manqueros, J. M. (2021). El diseño de la instrucción para la Comprensión lectora en Educación Primaria: un estudio de caso. Revista Educación, 45(1), 1-14. https://doi.org/10.15517/revedu.v45i1.41326 DOI: https://doi.org/10.15517/revedu.v45i1.41326
Asencio, L. Y. G., Ordoñez-Ocampos, B. P., & Aguirre-Labanda, J. E. (2023). Importancia de la Comprensión lectora en las áreas básicas del aprendizaje. Portal de la Ciencia, 4(2), 256-269. https://n9.cl/cqu3gu DOI: https://doi.org/10.51247/pdlc.v4i2.365
Aydemir, Z., Öztürk, E., & Horzum, M. B. (2013). The effect of reading from screen on the 5th grade elementary students' level of reading comprehension on informative and narrative type of texts. Educational sciences: Theory and practice, 13(4), 2272-2276. DOI: 10.12738/estp.2013.4.1294 DOI: https://doi.org/10.12738/estp.2013.4.1294
Bahanondes, G., Núñez Delgado, P., & Pastene Labrín, F. (2015). La Comprensión lectora de un texto literario en estudiantes de 8 año de educación general básica: Una intervención didáctica en el aula. Letras, 57(93), 16-42. https://n9.cl/qrn42h
Basso, F. P., Alves, L. M., Miná, C. S., Piccolo, L. da R., & Salles, J. F. de. (2018). Pressupostos teóricos que embasaram o desenvolvimento do instrumento Avaliação da Fluência de Leitura Textual (AFLeT). In F. P. Basso, C. S. Miná, L. da R. Piccolo, & J. F. Salles (Eds.), Avaliação da Fluência de Leitura Textual (AFLeT) (pp. 19-33). Vetor. https://www.vetor.com.br/
Bauer, T., & Tang, H. (2022). Explicit vocabulary instruction for fifth graders’ vocabulary knowledge and reading comprehension: An action research study. Journal of Educational Technology Development and Exchange (JETDE), 15(1), 124-141. http://dx.doi.org/10.18785/jetde.1501.08 DOI: https://doi.org/10.18785/jetde.1501.08
Benavides, N., & Zambrano-Ramírez, J. (2023). Comprensión lectora autorregulada apoyada en tecnología en estudiantes de Educación Básica. Educare, 27(3), pp.2 71-289. http://dx.doi.org/10.15359/ree.27-3.17221. DOI: https://doi.org/10.15359/ree.27-3.17221
Bogaert, R., Merchie, E., Rosseel, Y., & Van Keer, H. (2023). Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students. Frontiers in Psychology, 13, 1016761. ttps://doi.org/10.3389/fpsyg.2022.1016761 DOI: https://doi.org/10.3389/fpsyg.2022.1016761
Bravo-Sanzana, M. V., Varela, J., Terán-Mendoza, O., & Rodriguez-Rivas, M. E. (2023). Measuring school social Comprensión lectora imate in Latin America: the need for multidimensional and multi-informant tests - A systematic review. Front Psychol, 14, 1190432. https://doi.org/10.3389/fpsyg.2023.1190432 DOI: https://doi.org/10.3389/fpsyg.2023.1190432
Cantos Pacheco, A. D., Chacha Chiriap, M. M., & Tacuri, R. D. (2023). Comprensión lectora en estudiantes de educación básica superior: Estudio de caso de una unidad educativa del cantón Cuenca. PSIDIAL: Psicología y Diálogo de Saberes., 2(2), 48-66. https://doi.org/10.33936/psidial.v2i2.6092 DOI: https://doi.org/10.33936/psidial.v2i2.6092
Capin, P., Stevens, E. A., Stewart, A. A., Swanson, E., & Vaughn, S. (2021). Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching. Reading and Writing, 34(5), 1143-1170. https://n9.cl/6vofv DOI: https://doi.org/10.1007/s11145-020-10106-5
Cárdenas, C. A., De la Cruz, V. M., Ramos, H. D., Ramos, R. A., Valencia, R., Zamudio, C., & Betalleluz, F. W. (2023). El paradigma fenomenológico hermenéutico en la comprensión del comportamiento humano. Educanatura, 4(4), 47-52. https://educanatura.org/2023/03/22/el-paradigma-fenomenologico-hermeneutico-en-la-comprension-del-comportamiento-humano/
Cho, Y., Kim, D., & Jeong, S. (2021). Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon, 7(9), e07985. https://doi.org/10.1016/j.heliyon.2021.e07985 DOI: https://doi.org/10.1016/j.heliyon.2021.e07985
Çigdemir, S. (2022). Examination of Individual and Environmental Factors Affecting Reading Comprehension with Structural Equation Model. International Journal of Progressive Education, 18(4), 239-254. https://doi.org/10.29329/ijpe.2022.444.15 DOI: https://doi.org/10.29329/ijpe.2022.459.17
Cisneros-Caicedo, A. J., Guevara-García, A. F., Urdánigo-Cedeño, J. J., & Garcés-Bravo, J. E. (2022). Técnicas e Instrumentos para la Recolección de Datos que Apoyan a la Investigación Científica en Tiempo de Pandemia. Domino de las Ciencias, 8(1). https://doi.org/10.36422/ddc.v8i1.727 DOI: https://doi.org/10.23857/dc.v8i1.2546
Coronado Almanza, E, Gamonal Montoya, JA, Niño Montero, JS, Vargas Quispe, G, & Macazana Fernández, DM. (2022). Estrategias metacognitivas en la Comprensión lectora en estudiantes de la educación básica regular. Conrado, 18(88), 308-317. https://doi.org/10.31207/conrado.v18i88.373
De la Peña, G., & Velázquez, R. M. (2018). Algunas reflexiones sobre la teoría general de sistemas y el enfoque sistémico en las investigaciones científicas. Revista Cubana de Educación Superior, 37(2), 31-44. https://n9.cl/b7ijy
Dockx, J., Bellens, K., & De Fraine, B. (2020). Do textbooks matter for reading comprehension? A study in Flemish primary education. Frontiers in Psychology, 10, 2959. https://doi.org/10.3389/fpsyg.2019.02959 DOI: https://doi.org/10.3389/fpsyg.2019.02959
Ebert S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of experimental child psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 DOI: https://doi.org/10.1016/j.jecp.2019.104739
Ece Demir-Lira, Ö., Applebaum, L. R., Goldin-Meadow, S., & Levine, S. C. (2019). Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental science, 22(3), e12764. https://doi.org/10.1111/desc.12764 DOI: https://doi.org/10.1111/desc.12764
Gentaz, E., Sprenger-Charolles, L., Theurel, A., & Colé, P. (2013). Reading comprehension in a large cohort of French first graders from low socio-economic status families: A 7-month longitudinal study. PLoS One, 8(11), e78608. https://doi.org/10.1371/journal.pone.0078608 DOI: https://doi.org/10.1371/journal.pone.0078608
González, A. M., & Valdés, A. C. (2023). Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence. In Affectivity and Learning: Bridging the Gap Between Neurosciences, Cultural and Cognitive Psychology (pp. 101-127). https://doi.org/10.1007/978-3-030-40232-9_6 DOI: https://doi.org/10.1007/978-3-031-31709-5_6
Gray, S. (2017). Introduction to the Comprensión lectora inical Forum: Reading Comprehension Is Not a Single Ability. Lang Speech Hear Serv Sch, 48(2), 71-72. https://doi.org/10.1044/2017_LSHSS-16-0156 DOI: https://doi.org/10.1044/2017_LSHSS-16-0080
Hernández, R., & Mendoza, C. P. (2018). Metodología de la investigación: las rutas: cuantitativa, cualitativa y mixta. Mc Graw Hill educación.
Iglesias, F. O., Fidalgo, R., & Torrance, M. (2023). Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria. Revista española de pedagogía, 81(285), 271-290. https://doi.org/10.22550/REP81-2-2023-03 DOI: https://doi.org/10.22550/REP81-2-2023-02
Karg?n, T., Güldeno?lu, B., & Gengeç, H. (2023). The role of early literacy skills in beginning to read in Turkish: Longitudinal findings from first Graders. Participatory Educational Research, 10(2), 26-42. https://doi.org/10.17275/per.23.26.10.2 DOI: https://doi.org/10.17275/per.23.27.10.2
Lions, S., & Peña, M. (2016). Reading Comprehension in Latin America: Difficulties and Possible Interventions. New Dir Child Adolesc Dev, 2016(152), 71-84. https://doi.org/10.1002/cad.20192 DOI: https://doi.org/10.1002/cad.20158
Llangari, J. D. C. (2022). Importancia de la enseñanza de la Comprensión lectora en Educación Básica. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 13239-13247. https://doi.org/10.5281/zenodo.6998947 DOI: https://doi.org/10.37811/cl_rcm.v6i6.4325
Manjarres, M. P., & Zwierewicz, M. (2021). Práctica pedagógica, metacognición y Comprensión lectora en lengua extranjera: una revisión sistemática desde un enfoque deductivo. Educação e Pesquisa, 47. https://doi.org/10.1590/S1678-4634202147471975 DOI: https://doi.org/10.1590/s1678-4634202147239040
Martins-Reis, V. de O., Pedroso, D. A. de A., Almeida, L. M. de, Pereira, E. S., Alves, L. M., & Celeste, L. C. (2023). Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school. CoDAS, 35(6), e20210251. https://doi.org/10.1590/2317-1782/2021202151 DOI: https://doi.org/10.1590/2317-1782/20232021251pt
Morales, C., & Floriza, S. (2021). La Comprensión lectora para el éxito escolar. Dominio de las Ciencias, 7(3), 61-81. https://doi.org/10.36422/dc.v7i3.314
Müller, C., Otto, B., Sawitzki, V., Kanagalingam, P., Scherer, J. S., & Lindberg, S. (2021). Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem. Trends Neurosci Educ, 25, 100160. https://doi.org/10.1016/j.tine.2021.100160 DOI: https://doi.org/10.1016/j.tine.2021.100160
Ordosgoitti, B. Z., & Quintero, M. A. (2010). Canta y lee. Material didáctico para incrementar la comprensión de lectura a través de la música venezolana, en la primera etapa de educación básica. Investigación y Postgrado, 25(2-3), 9-46. https://n9.cl/5wgn0
Osorio, M., & Zolano, V. (2022). Autorregulación del aprendizaje, estrategias metacognitivas de aprendizaje y rendimiento académico en estudiantes de la Facultad de Ciencias de la Educación de la Universidad Nacional Daniel Alcides Carrión-Pasco-2022. https://n9.cl/80h2j0 DOI: https://doi.org/10.36829/63CHS.v9i2.1310
Özer, M., Suna, H. E., Perc, M., ?ensoy, S., & ?likhan, S. U. (2022). Turkey's transition to face-to-face schooling during the COVID-19 pandemic. Turkish journal of medical sciences, 52(3), 529–540. https://doi.org/10.3906/sag-2108-46 DOI: https://doi.org/10.55730/1300-0144.5343
Özyavuz, M., & Korkut, A. (2016). Reflections Of Cultural Diversity In Turkey Urban Parks And Green Areas: Istanbul, Tekirda?, Kirklareli Examples. ?nönü Üniversitesi Sanat ve Tasar?m Dergisi, 6(13), 25-37. https://doi.org/10.16950/josr.778748
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
PISA 2022: (2023). ¿Cómo le fue a América Latina y el Caribe? (Enfoque Educación). https://n9.cl/lal6u
Rivera, E. M. C., Puente, S. M., & Calderón, L. A. R. (2020). Diseño y aplicación de estrategias metacognitivas para mejorar la Comprensión lectora en estudiantes de secundaria. Ciencias Sociales y educación, 9(17), 203-231. https://doi.org/10.22559/cse.9174 DOI: https://doi.org/10.22395/csye.v9n17a10
Rosales, M. J. C., Saltos, S. M. V., Palma, F. A. C., & Franco, A. N. A. (2022). La importancia de fomentar hábitos de lectura en estudiantes de segundo a séptimo grado para mejorar su comprensión lectora. Polo del Conocimiento: Revista científico-profesional, 7(8), 3327-3343. https://doi.org/10.23857/pdc.v7i8.1054
Sepúlveda, S. F., & Martínez, M. Á. T. (2018). La importancia de la comprensión lectora: Un análisis en alumnado de educación básica en Chile. Revista de Educación de la Universidad de Granada, 25, 113-129. https://doi.org/10.30827/reueug.v25i0.7181 DOI: https://doi.org/10.30827/reugra.v25i0.105
Smith, R., Snow, P., Serry, T., & Hammond, L. (2023). Elementary Teachers' Perspectives on Teaching Reading Comprehension. Language, Speech, and Hearing Services in Schools, 54(3), 888-913. https://doi.org/10.1044/2023_LSHSS-22-00191 DOI: https://doi.org/10.1044/2023_LSHSS-22-00118
Sucasaire, J. (2022). Orientaciones para la selección y el cálculo del tamaño de la muestra de investigación. Concytec. https://hdl.handle.net/20.500.12390/3096
Tamayo, A. A. T., & Rodríguez, J. Z. (2023). La Importancia de la Comprensión Lectora: Un Análisis en Alumnado de Educación Básica. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 9988-10009. https://doi.org/10.5281/zenodo.7882941 DOI: https://doi.org/10.37811/cl_rcm.v7i3.7760
Vásquez Córdova, A. S. (2021). Estrategias de aprendizaje de estudiantes universitarios como predictores de su rendimiento académico. Revista complutense de educación, 32(2). https://doi.org/10.5209/rced.69557 DOI: https://doi.org/10.5209/rced.68203
Viramontes Anaya, E., Amparán Muro, A., Núñez Sifuentes, L. D., & Flores Sáenz, S. G. (2019). Comprensión lectora y el rendimiento académico en Educación Primaria: Reading comprehension and academic performance in Elementary Education. Investigaciones Sobre Lectura, (12). https://doi.org/10.46932/isl.2019.1.3 DOI: https://doi.org/10.24310/revistaisl.vi12.11109
Yeung, P. S., Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., & Wong, Y. K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 55-66. https://doi.org/10.1016/j.lindif.2013.01.003 DOI: https://doi.org/10.1016/j.lindif.2013.03.004
Yildirim, K., Cetinkaya, F. C., Ates, S., Kaya, D., & Rasinski, T. (2020). Testing the KAPS model of reading comprehension in a Turkish elementary school context from low socioeconomic background. Education Sciences, 10(4), 90. https://doi.org/10.3390/educsci10040090 DOI: https://doi.org/10.3390/educsci10040090
Yildirim, K., Yildiz, M., Ates, S., & Rasinski, T. (2010). Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types. Educational Sciences: Theory and Practice, 10(3), 1879-1891. https://doi.org/10.1111/j.1467-8535.2010.01556.x
Yildiz, M., Yildirim, K., Ates, S., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between reading fluency and reading comprehension in fifth-grade Turkish students. International Journal of School & Educational Psychology, 2(1), 35-44. https://doi.org/10.1080/21683603.2014.905716 DOI: https://doi.org/10.1080/21683603.2013.854187
Yusuf, H. O. (2017). Effectiveness Of Vocabulary Instruction on Students’ Performance In Reading Comprehension In Junior Secondary Schools In Kaduna State, Nigeria: Implication For Basic Education Curriculum. European Journal of Education Studies. https://doi.org/10.5281/zenodo.3835047
Zhao, A., Guo, Y., Sun, S., Lai, M. H., Breit, A., & Li, M. (2021). The contributions of language skills and comprehension monitoring to Chinese reading comprehension: A longitudinal investigation. Frontiers in Psychology, 12, 625555. https://doi.org/10.3389/fpsyg.2021.625555 DOI: https://doi.org/10.3389/fpsyg.2021.625555
Zhao, Y., Wu, X., & Cheng, Y. (2024). Examining factors and mechanisms of reading comprehension and reading fluency: Longitudinal evidence for Chinese children from grade 1 to grade 6. Learning and Individual Differences, 113, 102467. https://doi.org/10.1016/j.lindif.2023.102467 DOI: https://doi.org/10.1016/j.lindif.2024.102467
Zhou, Y., Shao, W., & Wang, L. (2021). Effects of Feedback on Students' Motor Skill Learning in Physical Education: A Systematic Review. International journal of environmental research and public health, 18(12), 6281. https://doi.org/10.3390/ijerph18126281 DOI: https://doi.org/10.3390/ijerph18126281
Zhu, X., Cheong, C. M., Li, G. Y., & Wu, J. (2020). Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation. Front Psychol, 11, 615. https://doi.org/10.3389/fpsyg.2020.00615 DOI: https://doi.org/10.3389/fpsyg.2020.00615
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
