<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212026000101203</article-id>
<article-id pub-id-type="doi">10.22235/cp.v20i1.4688</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervenciones en comprensión de textos mediante tecnologías digitales con población hispanohablante: una revisión sistemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Intervenções na compreensão de textos por meio de tecnologias digitais em população hispanofalante: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading Comprehension Interventions Using Digital Technologies with Spanish-speaking Population: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arnés]]></surname>
<given-names><![CDATA[Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tonani]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chimenti]]></surname>
<given-names><![CDATA[María de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de La Plata CONICET Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimenta]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,CONICET Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Buenos Aires CONICET Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212026000101203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212026000101203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212026000101203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo presenta una revisión sistemática de estudios empíricos orientados a mejorar la comprensión de textos de estudiantes hispanohablantes mediante el uso de tecnologías digitales. Se incluyeron estudios publicados en el período 2014-2025, implementados con estudiantes de educación primaria y secundaria. Se localizaron 16 estudios que cumplieron con los criterios de inclusión. En todos los estudios se utilizan tecnologías diseñadas en función de un objetivo de aprendizaje. En forma mayoritaria, las intervenciones se organizan en torno a fases de introducción y de práctica. En las propuestas se abordan aspectos cognitivos y metacognitivos vinculados con la comprensión, y la retroalimentación emerge como un elemento clave, aunque varía según la intervención. La mayoría de los estudios reportan una mejora en la comprensión de textos luego de la implementación de la intervención. Se discuten estas tendencias en relación con investigaciones previas en el campo de la enseñanza de la lectura, y se proponen líneas de investigación futuras, se destaca la necesidad de realizar nuevos estudios en contextos latinoamericanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho apresenta uma revisão sistemática de estudos empíricos voltados a melhorar a compreensão de textos de estudantes hispanofalantes por meio do uso de tecnologias digitais. Foram incluídos estudos publicados no período de 2014-2025, realizados com estudantes dos ensinos fundamental e médio. Foram localizados 16 estudos que cumpriram os critérios de inclusão. Em todos os estudos, utilizam-se tecnologias desenhadas em função de um objetivo de aprendizagem. De forma majoritária, as intervenções organizam-se em torno das fases de introdução e de prática. Nas propostas, abordam-se aspectos cognitivos e metacognitivos vinculados à compreensão. O feedback emerge como um elemento-chave, embora apresente variações de acordo com a intervenção. A maioria dos estudos referem uma melhoria na compreensão de textos após a implementação da intervenção. Discutem-se essas tendências em relação a pesquisas prévias no campo do ensino da leitura e propõem-se linhas de pesquisa futuras, destacando a necessidade de realizar novos estudos em contextos latino-americanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[tecnología digital]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de textos]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia digital]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[digital technology]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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