Strategies to Improve Reading Comprehension in Primary School Children in Peru

Estrategias para Mejorar la Comprensión Lectora en Niños de Educación Primaria en Perú

Abstract

Reading comprehension constitutes a fundamental competence that presents significant challenges in Peruvian primary education. The objective was to identify the level of reading comprehension in primary school children in Peru. A quantitative approach with inductive method and non-experimental design was employed, using documentary analysis. A systematic search was conducted in academic databases, identifying 204 initial investigations from which 8 relevant studies that met criteria of methodological rigor and thematic relevance were selected, including official data from the Ministry of Education (MINEDU). Results reveal that at national level, 6,9% of students are at beginning level, 55,5% at process level and 37,6% at achieved level. In Piura, 6,65% reach beginning, 59,0% process and 34,4% achieved levels. Three levels were identified: literal, inferential and critical, with convergent definitions among theoretical frameworks. It is concluded that reading comprehension shows predominant concentration at process level, evidencing the need for educational policies that progressively strengthen development from literal to critical level.