Resumo

TONANI, Juliana  e  CHIMENTI, María de los Ángeles. Teaching reading comprehension in secondary school: a systematic review. Cuad. Investig. Educ. [online]. 2023, vol.14, n.2, e210.  Epub 01-Dez-2023. ISSN 1510-2432.  https://doi.org/10.18861/cied.2023.14.2.3440.

Reading comprehension is a complex skill learned throughout life, it requires explicit teaching, and it is central at school because of its epistemic potential. This paper presents a systematic review of proposals aimed at teaching reading comprehension to Spanish-speaking secondary school students in the Ibero-American context in the period 2012-2022. Fourteen studies were located that met the inclusion criteria and allowed us to identify 12 teaching proposals. Among the different activities identified, the most frequent ones are those that promote the skills of hierarchizing information and generating inferences. Additionally, most proposals combine activities aimed at developing cognitive and metacognitive skills and work with expository texts. The teaching sequences are usually structured around the explicit teaching of reading strategies. Considering that the reviewed proposals tend to be implemented at the beginning of secondary school and that the development of reading practices is embedded in the teaching of curricular contents only in three cases, this review highlights the need for studies that promote reading comprehension in conjunction with the teaching of different subjects, especially in the final years of secondary school.

Palavras-chave : reading comprehension; secondary schools; intervention; reading strategies; systematic review.

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