DIDACTIC STRATEGIES FOR READING COMPREHENSION: A REVIEW OF BASIC EDUCATION IN LATIN AMERICA

Abstract

In the Latin American educational context, reading comprehension represents one of the fundamental skills. Various studies have addressed the need to strengthen it through didactic strategies. In this context, a literature review was conducted covering the years 2020 to 2025, allowing for the identification of approaches, methodologies, and results applied in different countries in the region. The objective was to investigate the contributions and findings of previous research regarding the study of the didactics of reading comprehension in primary education within the school environment in Latin America, through a systematized review of scientific articles and theses published between 2020 and 2025. A total of 30 documents (scientific articles and academic theses) available in institutional repositories and indexed databases were reviewed. The selection was based on criteria of relevance, recency (2020–2025), and geographical location. A qualitative content analysis was applied, recording variables such as author and year, title, methodological approach, type and design of research, population, instruments used, and main contributions or conclusions. The information was organized into comparative tables to facilitate systematization and pattern identification. The studies highlighted the use of playful, collaborative, and technological strategies. It was also found that active and contextualized approaches are more successful in rural areas and with vulnerable populations. Teacher training, didactic planning, and the integration of technological resources were identified as key factors in improving reading performance. The review concluded that the majority of studies agree on the importance of considering the student’s sociocultural context, adequately structuring the phases of reading, and strengthening teachers’ pedagogical training. Institutional commitment, methodological innovation, and continuous evaluation are required as essential components to advance toward quality education.