<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982025000102128</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.18148394</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ORGANIZADORES GRÁFICOS COMO ESTRATEGIA EN LA COMPRENSIÓN LECTORA: UNA REVISIÓN SISTEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[GRAPHIC ORGANIZERS AS A STRATEGY IN READING COMPREHENSION: A SYSTEMATIC REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Atanasio Asencios]]></surname>
<given-names><![CDATA[Marilú Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saavedra Jaramillo]]></surname>
<given-names><![CDATA[Milagritos Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio tuvo como objetivo sintetizar la evidencia reciente sobre el uso de organizadores gráficos como estrategia para mejorar la comprensión lectora en contextos educativos. Se desarrolló como una revisión sistemática descriptiva, siguiendo PRISMA 2020. La búsqueda se realizó principalmente en Scopus e incluyó artículos publicados entre 2020 y 2025 en inglés y español. De 112 registros identificados, 13 estudios cumplieron los criterios de inclusión. Se consideraron diseños experimentales, cuasi-experimentales, preexperimentales, mixtos y de desarrollo educativo, desde primaria hasta universidad. La síntesis fue narrativa y se organizó en tres ejes: características metodológicas, tipos/funciones de organizadores como mapas conceptuales, mapas mentales, diagramas jerárquicos y formatos digitales y efectos sobre la comprensión. Los resultados reportaron mejoras significativas en dimensiones literal e inferencial, integración y retención de información, así como aumentos en motivación y autorregulación; varios estudios mostraron efectos estadísticos robustos y beneficios sostenidos en escritura y organización textual. Se concluyó que los organizadores gráficos constituyeron una estrategia eficaz y versátil para fortalecer la comprensión lectora y competencias asociadas en diversos niveles y modalidades (presencial, virtual e inclusiva). Se reconocieron como limitaciones el periodo y base priorizada, la heterogeneidad de diseños y la ausencia de metaanálisis, recomendándose estudios comparativos y longitudinales con medidas estandarizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to synthesize recent evidence on the use of graphic organizers as a strategy to improve reading comprehension in educational contexts. It was conducted as a descriptive systematic review, following the PRISMA 2020 guidelines. The search was primarily performed in Scopus and included articles published between 2020 and 2025 in English and Spanish. Of the 112 records identified, 13 studies met the inclusion criteria. Experimental, quasi-experimental, pre-experimental, mixed, and educational development designs were considered, ranging from primary school to university level. The synthesis was narrative and organized around three axes: methodological characteristics, types/functions of organizers such as concept maps, mind maps, hierarchical diagrams, and digital formats, and effects on comprehension. The results reported significant improvements in literal and inferential dimensions, information integration and retention, as well as increases in motivation and self-regulation; several studies showed statistically robust effects and sustained benefits in writing and text organization. It was concluded that graphic organizers constituted an effective and versatile strategy for strengthening reading comprehension and associated skills at various levels and modalities (face-to-face, virtual, and inclusive). Limitations identified included the prioritized time frame and population base, the heterogeneity of designs, and the absence of meta-analysis. Comparative and longitudinal studies with standardized measures were recommended.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Organizadores gráficos]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[estrategias visuales]]></kwd>
<kwd lng="en"><![CDATA[Graphic organizers]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[visual strategies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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