SOCIOCOGNITIVE STRATEGIES FOR READING COMPREHENSION IN PRIMARY SCHOOL STUDENTS: A LITERATURE REVIEW

Abstract

The objective of this article is to analyze and synthesize recent scientific literature addressing the application of sociocognitive strategies for reading comprehension in primary school students. A descriptive document review methodology with an analytical-conceptual approach was used. The search focused on recent research from specialized databases extracted from Google Scholar, Redalyc, Scielo, and Academia Edu. Literature published between 2019 and 2025 was prioritized. The selection criteria focused on sources that directly address reading comprehension in basic education, with an emphasis on methodological strategies, sociocognitive, constructivist, and sociocultural approaches. A critical and comparative analysis of the theoretical and methodological elements was applied. The findings demonstrate that the application of sociocognitive strategies facilitates the integration of interdisciplinary and dialogic knowledge that enhances the comprehension, analysis, and autonomous interpretation of texts. It is evident that this approach fosters the transition toward critical literacy that ensures meaningful learning. It is concluded that sociocognitive strategies represent a robust theoretical and practical framework for the design of interventions that ensure that the student develops the necessary skills to interpret, discuss and defend their point of view with self-efficacy.