<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000202054</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.16177897</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niveles de comprensión lectora en estudiantes universitarios: revisión sistemática de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension levels in university students: systematic literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urbina Gutiérrez]]></surname>
<given-names><![CDATA[Katherine del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000202054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000202054&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000202054&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente revisión sistemática se centró en el análisis de la comprensión lectora en sus niveles literal, inferencial y crítico. Para ello, se exploraron diversas bases de datos científicas, incluyendo Scopus, Web of Science, Medline y SciELO. La selección de artículos se realizó utilizando el descriptor "comprensión lectora" tanto en español como en inglés, según el idioma de cada base de datos. El proceso de análisis concluyó con la selección de 50 estudios, distribuidos de la siguiente manera: 16 provenientes de Web of Science, 14 de Scopus, 5 de Medline y 15 de SciELO. Los resultados evidenciaron la importancia de abordar de manera integral los tres niveles de comprensión lectora para promover un aprendizaje significativo. Asimismo, se identificó una brecha en la adquisición efectiva de nuevos conocimientos, atribuida a deficiencias en estos niveles. Estos hallazgos resaltan la necesidad de implementar estrategias pedagógicas que refuercen de forma explícita las habilidades lectoras, con el fin de optimizar los procesos de aprendizaje y comprensión. En síntesis, la revisión subraya la relevancia de fortalecer la enseñanza de la comprensión lectora en sus diferentes niveles para superar las dificultades existentes y favorecer un aprendizaje más profundo y duradero.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This systematic review focused on the analysis of reading comprehension at its literal, inferential, and critical levels. To this end, various scientific databases were explored, including Scopus, Web of Science, Medline, and SciELO. Articles were selected using the descriptor "reading comprehension" in both Spanish and English, depending on the language of each database. The analysis process concluded with the selection of 50 studies, distributed as follows: 16 from Web of Science, 14 from Scopus, 5 from Medline, and 15 from SciELO. The results demonstrated the importance of comprehensively addressing the three levels of reading comprehension to promote meaningful learning. A gap in the effective acquisition of new knowledge was also identified, attributed to deficiencies at these levels. These findings highlight the need to implement pedagogical strategies that explicitly reinforce reading skills in order to optimize learning and comprehension processes. In summary, the review underscores the importance of strengthening reading comprehension instruction at its various levels to overcome existing difficulties and promote deeper and more lasting learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[comprensión inferencial]]></kwd>
<kwd lng="es"><![CDATA[comprensión crítica]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[inferential comprehension]]></kwd>
<kwd lng="en"><![CDATA[critical comprehension]]></kwd>
</kwd-group>
</article-meta>
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