Theories on reading comprehension: A theoretical review of models
DOI:
https://doi.org/10.5281/zenodo.17188890Keywords:
reading comprehension, models, theoretical reviewAbstract
This study conducted a rigorous literature review focused on theories of reading comprehension developed in the last five years. The main objective was to systematize and describe the main theoretical approaches related to this phenomenon, as well as to present the most recent findings in the field. Given the concerning decline in reading comprehension observed among school-age children and adolescents, largely attributable to the excessive use of digital devices—which, while facilitating certain learning processes, also act as sources of distraction and hinder the effective assimilation of content—this research is relevant for various stakeholders, particularly educators and families, with the aim of optimizing academic performance. The analysis was based on an exhaustive review of literature obtained from specialized databases such as Scielo, Web of Science, and Scopus, from which 21 relevant studies were selected. The results highlight the fundamental importance of understanding and differentiating the various theoretical perspectives on reading comprehension, so that students can develop adequate comprehension skills and, consequently, achieve effective and meaningful learning.
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