READING COMPREHENSION AND CRITICAL THINKING DEVELOPMENT IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Abstract

Reading comprehension and the development of critical thinking are fundamental competencies in the integral education of primary school students, laying the foundations for academic success and effective civic participation. This literature review article presents a systematic review of academic studies examining the relationship between these two cognitive competencies, with particular emphasis on their development during the formative years of basic education. The main objective of the study is to analyze the theoretical frameworks, teaching methodologies, and empirical evidence that support the interconnection between reading comprehension and critical thinking in primary educational contexts. The methodology consisted of a systematic review of specialized academic databases, including Semantic Scholar, Connected Papers, SciELO, Dialnet, and university repositories, using specific inclusion criteria for studies published between 2012 and 2024. The main findings reveal a bidirectional and synergistic relationship between reading comprehension and critical thinking, where the development of higher levels of reading comprehension (inferential and critical) facilitates the emergence of critical thinking skills, while the latter, in turn, enhance the ability for textual analysis and evaluation. Empirical evidence shows that methodological strategies such as the CIRC model (Cooperative Integrated Reading and Composition), interactive reading approaches, and the use of primary sources generate moderate to significant effects on the development of both competencies. Additionally, mediating factors such as teachers’ epistemological conceptions, students’ prior knowledge, and the implementation of metacognitive strategies are identified as crucial elements to optimize these learning processes.