Resumo

ARNES, Victoria; TONANI, Juliana  e  CHIMENTI, María de los Ángeles. Reading Comprehension Interventions Using Digital Technologies with Spanish-speaking Population: A Systematic Review. Cienc. Psicol. [online]. 2026, vol.20, n.1, e4688.  Epub 01-Jun-2026. ISSN 1688-4094.  https://doi.org/10.22235/cp.v20i1.4688.

This paper presents a systematic review of empirical studies aimed at improving the reading comprehension of Spanish-speaking students by using digital technologies. We included studies published in the period 2014-2025, conducted with students in primary and secondary education. We located 16 studies that met the inclusion criteria. All of them use technologies designed to support a specific learning objective. Most interventions are structured around introductory and training phases and address cognitive and metacognitive aspects related to reading comprehension. Feedback emerges as a key element, although its characteristics vary across interventions. Overall, most studies report an improvement in reading comprehension after the implementation of the intervention. These trends are discussed in relation to prior research in the field of reading instruction, and future research directions are proposed, highlighting the need for further studies in Latin American contexts.

Palavras-chave : reading; reading comprehension; digital technology; educational technology; education.

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