Percepción de la lectura crítica en la educación básica: una revisión sistemática

Paulth Junior  Cáceres Díaz; Graciela  Chauca Salvatierra de Martos; Lourdes Sofía  Cuenca Silva; Beymar Pedro  Solís Trujillo

doi:10.36097/rsan.v1i63.3402

Authors

Paulth Junior Cáceres Díaz Universidad César Vallejo https://orcid.org/0000-0002-1964-0425
Graciela Chauca Salvatierra de Martos Universidad César Vallejo https://orcid.org/0000-0003-3776-0882
Lourdes Sofía Cuenca Silva Universidad César Vallejo https://orcid.org/0000-0002-1165-4611
Beymar Pedro Solís Trujillo Universidad César Vallejo https://orcid.org/0000-0001-6988-3356

DOI:

https://doi.org/10.36097/rsan.v1i63.3402

Keywords:

learning, basic education, teaching, critical reading

Abstract

Critical reading is fundamental to achieving a comprehensive understanding of written texts, enabling the construction of a personal stance grounded in the exercise of critical and reflective thinking. The objective of this article is to analyze the perception of critical reading in basic education. A systematic literature review was conducted following the PRISMA method with a qualitative approach, which allowed for the exploration of contextual factors to identify similarities and variations in the meanings attributed to the subject of study. The search was carried out in the SCOPUS, Web of Science, and SciELO databases, yielding a total of 220 articles. The established inclusion and exclusion criteria were applied, resulting in the selection of 23 articles for the final analysis through a quality assessment that considered methodological validity, relevance of findings, and alignment with the study’s objectives. The findings conclude that critical reading is perceived as a fundamental and cross-cutting skill within curriculum implementation, requiring diverse cognitive and metacognitive processes to advance levels of comprehension that enable the construction of meaning from texts. In the teaching of critical reading, active methodologies predominate, fostering autonomous learning. However, in the learning of critical reading, there persist limited conceptions regarding the meaning of reading critically, highlighting the need to implement more systematic and methodical instruction

Downloads

Download data is not yet available.

References

Ali Al-Hirsh, S. M., & Alslaiti, F. M. (2024). Using the Brainstorming Strategy to Develop Arabic Reading Comprehension for Seventh Grade Students in Jordan. Dirasat: Human and Social Sciences, 51(3), 336–348. https://doi.org/10.35516/hum.v51i3.2461

Álvarez-Maestre, A. J., Mendoza-Meza, M. T., Moreno-Rozo, L. M., y Garavito-Patiño, J. J. (2020). Lectura crítica y pensamiento reflexivo en la práctica pedagógica de profesores de básica secundaria. Estudios pedagógicos (Valdivia), 46(2), 39-60. https://dx.doi.org/10.4067/S0718-07052020000200039

Avendaño de Barón, G.S., y González-González, O.L. (2020). Una propuesta de plan de clase para dinamizar la lectura crítica. Folios, (52). https://doi.org/10.17227/folios.52-10002

Ávila-Vásquez, M. O., y López, J. N. (2021). El proceso lógico-inferencial como estrategia para la lectura crítica de textos argumentativos en básica secundaria. Discusiones Filosóficas, 22(39), 135–155. https://doi.org/10.17151/difil.2021.22.39.8

Banco Interamericano de Desarrollo [BID]. (2023). PISA 2022 en América Latina y El Caribe. ¿Cuántos tienen bajo desempeño? https://publications.iadb.org/es/publications/spanish/viewer/America-Latina-y-el-Caribe-en-PISA-2022-cuantos-tienen-bajo-desempeno.pdf

Barquero-Morales, W.G. (2022). El análisis de prismas como metodología de revisión sistemática: un enfoque general. Med Health, 8 (sup1), 339–360. https://doi.org/10.18310/2446-4813.2022v8nsup1p339-360

Bernal, Y. T. T., Fernández-Morales, F. H., & Niño-Vega, J. A. (2023). Memes and its impact on strengthening students’ critical reading skills. Gaceta Medica de Caracas, 131(3), S266–S275. https://doi.org/10.47307/GMC.2023.131.s3.3

Callohuanca-Mamani, W. (2021). Importancia de la lectura crítico-reflexiva para promover el pensamiento crítico en estudiantes de educación básica. Maestro y sociedad, 18(1), 326-334. http://repositoriorscj.dyndns.org:8080/xmlui/handle/PSCJ/1734

Cassany, D. (2021). Lectura crítica en tiempos de desinformación. Revista Electrónica Leer, Escribir y Descubrir, 1(9), 3. https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1060&context=led

Chaves-Ribeiro, S. D., & Marques-Gerlin, M. N. (2023). Reading competence in the school library: knowledge and skills for the development of critical reading in the elementary school library. AtoZ, 12. https://doi.org/10.5380/ATOZ.V12I0.89219

Cruz-Roa, R. (2024). Critical Reading inside a Cross-curricular Approach. How-a Colombian Journal for Teachers of English, 31(1), 107–122. https://doi.org/10.19183/how.31.1.652

Errázuriz-Cruz, M. C., Davison, O., Cocio, A., y Fuentes, L. (2022). Prácticas docentes de desarrollo de la lectura en las disciplinas de profesoras de educación básica: ¿Cómo son sus interacciones discursivas? Estudios pedagógicos (Valdivia), 48(1), 191-211. http://dx.doi.org/10.4067/S0718-07052022000100191

Fazio, X., Gallagher, T. L., & Deklerk, C. (2022). Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts. International Journal of Science and Mathematics Education, 20(SUPPL 1), 93–116. https://doi.org/10.1007/s10763-022-10280-8

Flores-Morales, J. A. (2021). Las estrategias interactivas en el desarrollo del pensamiento crítico. Revista San Gregorio, (48), 186–197. https://doi.org/10.36097/rsan.v0i48.1843

García, D. O. G., & Jiménez, S. C. B. (2023). Analysis of the Saber 11 results (2020-2021) to strengthen the teaching-learning process in the postcovid-19 era - Critical reading. Praxis-Colombia, 19(3), 430–447. https://doi.org/10.21676/23897856.5149

Granados-Robles, D. C., y Londoño-Vásquez, D. A. (2020). La lectura crítica: una mirada desde el aula en una institución educativa de Tunja, Colombia. Lingüística y Literatura, 41(78), 297–319. https://doi.org/10.17533/udea.lyl.n78a12

Hernández-Rodríguez, J. C., y Rodríguez-Ortiz, A. M. (2022). ¡Pongámosle lógica! Aportes al pensamiento crítico, la argumentación y la comprensión lectora a partir del aprendizaje de la lógica formal. Folios, 56. https://doi.org/10.17227/folios.56-12712

Hernández Sampieri, R., Fernández Collado, C., y Baptista Lucio, P. (2014). Metodología de la investigación (6a ed.). McGraw-Hill Interamericana Editores S.A. de C.V.

Julieth, Á. M. A., Meza, M. T. M., Rozo, L. M. M., & Joan, G. P. J. (2020). Critical reading and reflective thinking in the pedagogical practice of secondary school teachers secundaria. Estudios Pedagógicos, 46(2), 39–60. https://doi.org/10.4067/S0718-07052020000200039

Llano-Saavedra, J. F., Cano-Vargas, G. C., Mena-Barco, J. J., & García-Arango, D. A. (2022). Digital divides: input for critical reading methodological strategies. Praxis-Colombia, 18(2). https://doi.org/10.21676/23897856.4609

Lugo-Villegas, I., Rodriguez-Arteaga, M. A., Sotil-Cortavarría, W. A., y Perez-Naupay, A. (2020). Estrategias de aprendizaje para la comprensión científica de ciencias sociales en estudiantes de educación superior. Revista San Gregorio, 1(38). https://doi.org/10.36097/rsan.v1i38.1237

Mirasol, R. G. (2024). Exploring junior high school students’ critical reading strategies and reading performance. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2416814

Núñez-Lira, L. A., Gallardo-Lucas, D. M., Aliaga-Pacore, A. A., y Diaz-Dumont, J. R. (2020). Estrategias didácticas en el desarrollo del pensamiento crítico en estudiantes de educación básica. Eleuthera, 22(2), 31–50. https://doi.org/10.17151/eleu.2020.22.2.3

Paakkari, L., Ruotsalainen, J., Lahti, H., Kulmala, M., Kendeou, P., Raittila, T. L., Manu, M., Salminen, J., & Torppa, M. (2024). The role of the home in children’s critical reading skills development. Humanities & Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02843-7

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Bmj, 372. https://doi.org/10.1136/bmj.n71

Pardal-Refoyo, J.L., & Pardal-Peláez, B. (2020). Anotaciones para estructurar una revisión sistemática. Revista ORL, 11(2), 155-160. https://dx.doi.org/10.14201/orl.22882

Pasquinelli, E., Farina, M., Bedel, A. & Casati, R. (2021), Naturalizing Critical Thinking: Consequences for Education, Blueprint for Future Research in Cognitive Science. Mind, Brain, and Education, 15: 168-176. https://doi.org/10.1111/mbe.12286

Phimphimon, N., Intasena, A., Srimunta, T., & Khantasiri, P. (2024). Improving Critical Reading Abilities in 10th Graders: An Active Learning Approach. International Journal of Learning, Teaching and Educational Research, 23(3), 186–198. https://doi.org/10.26803/ijlter.23.3.10

Priyatni, E. T., & Martutik. (2020). The Development of a Critical Creative Reading Assessment Based on Problem Solving. Sage Open, 10(2). https://doi.org/10.1177/2158244020923350

Pulles, M., Berenst, J., de Glopper, K., & Koole, T. (2022). Children’s discussions about texts: Integrating and evaluating practices. Linguistics and Education, 69. https://doi.org/10.1016/j.linged.2022.101051

Ramos, Y. (2020). La lectura crítica como método para el desarrollo de competencias en la comprensión de textos. Revista EDUCARE-UPEL-IPB-Segunda Nueva Etapa 2.0, 24(3), 243-264. https://10.46498/reduipb.v24i3.1358

Ratanaruamkarn, S., Piyanukool, S., & Nuemaihom, A. (2023). Trends in Teaching Critical Reading in the Thai Context. Theory and Practice in Language Studies, 13(2), 424-431. https://doi.org/10.17507/tpls.1302.17

Reyes-Rodríguez, A. D. (2023). ¿Revisiones sistemáticas en educación? Revista De Ciencias Sociales, 29(4), 509-520. https://doi.org/10.31876/rcs.v29i4.41273

Reyna-Zambrano, M. Y., & Castro-Alcívar, Y. A. (2023). Importancia del fortalecimiento de las estrategias de comprensión lectora en las instituciones de Educación Superior. Revista San Gregorio, 1(56), 194–204. https://doi.org/10.36097/rsan.v1i56.2515

Ribeiro, S. D. C., Gerlin, M. N. M., & Oliveira, V. C. (2024). The development of reading skills in the school library: information recovery and promotion of critical reading in the digital age. RDBCI: Revista Digital de Biblioteconomia e Ciência Da Informação, 22, e024003. https://doi.org/10.20396/rdbci.v21i00.8673358/en

Rivera, E. M. C., Puente, S. M., & Calderón, L. A. R. (2020). Design and Application of Metacognitive Strategies for Improving Reading Comprehension in High School Students. Revista Ciencias Sociales y Educación, 9(17), 203–231. https://doi.org/10.22395/csye.v9n17a10

Sánchez-Serrano, S., Pedraza-Navarro, I. y Donoso-González, M. (2022). ¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA? Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico. Bordón, Revista de Pedagogía, 74(3), 51-66. https://doi.org/10.13042/Bordon.2022.95090

Sayekti, O. M., Efendi, A., Sujarwo, S., Setyawan, H., Sunaryo, H., Sahabuddin, Sabariah, Rufi’i, Harmanto, Putro, B. N., Zulbahri, & Pavlovic, R. (2024). Analyzing the role of motor skill training on critical reading ability in elementary school students. Retos, 61, 1101–1115. https://doi.org/10.47197/retos.v61.109633

Serrano, A. C. B., Romero, E. C., & González, I. B. (2023). Development of reading comprehension through collaboration and dialogue. An intervention in the natural context of the classroom from the PASS Model. Investigaciones Sobre Lectura, 18(2), 88–114. https://doi.org/10.24310/isl.2.18.2023.17436

Vergara, A. M. B., Guerra, A. C. T., & Monsalve, A. M. S. (2021). Virtual Club: teaching and learning strategy to strengthen critical reading. Revista Iberoamericana de Educación, 85(1), 117–133. https://doi.org/10.35362/rie8514016

Veum, A., Kvåle, G., Løvland, A., & Skovholt, K. (2022). Critical Literacy in the subject Norwegian: How students (13–14 years) read and evaluate multimodal commercial texts. Acta Didactica Norden, 16(2). https://doi.org/10.5617/adno.8992

Weyergang, C. (2022). “And how can we know that, then?”: Middle school students’ reading strategies when responding to reading tasks in social science that require a critical approach. Acta Didactica Norden, 16(2). https://doi.org/10.5617/adno.9059

World Bank, UNICEF, FCDO, USAID, Bill & Melinda Gates Foundation and UNESCO (2022). The State of Global Learning Poverty: 2022 Update. https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf

Yepes-Nuñez, J. J., Urrútia, G., Romero-García, M., & Alonso-Fernández, S. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016

Zarobe, Y. R. D., & Gutiérrez, A. (2024). Teaching critical literacy in the classroom: A comparison of CLIL and EFL across contexts. Vigo International Journal of Applied Linguistics, 21, 97–128. https://doi.org/10.35869/vial.v0i21.4658