<?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>S2739-00632026000202120</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17111565</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Plataformas digitales interactivas y comprensión lectora: revisión sistemática de estrategias aplicadas en educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactive digital platforms and reading comprehension: A systematic review of strategies applied in primary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavez Paredes]]></surname>
<given-names><![CDATA[Rosse Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquije Ramirez]]></surname>
<given-names><![CDATA[Katherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michuy Rodas]]></surname>
<given-names><![CDATA[Flor De Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></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=S2739-00632026000202120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000202120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000202120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acelerado avance de las tecnologías digitales ha transformado significativamente las prácticas educativas, abriendo nuevas posibilidades para potenciar la comprensión lectora en la educación primaria. En este marco, el presente estudio tuvo como objetivo examinar, a través de una revisión sistemática basada en el protocolo PRISMA, las estrategias implementadas mediante plataformas digitales interactivas para fortalecer la comprensión lectora en estudiantes de primaria. Para ello, se realizó una búsqueda exhaustiva en las bases de datos ERIC, Web of Science y Redalyc, utilizando como descriptores en español e inglés términos relacionados con &#8220;comprensión lectora&#8221;, &#8220;educación primaria&#8221; y &#8220;plataformas digitales&#8221;. Inicialmente, se registraron 5,304 artículos sin filtros específicos, pero tras un proceso riguroso de selección y depuración, se eligieron 27 estudios para el análisis final. Los resultados indicaron que las plataformas digitales interactivas favorecen el desarrollo de habilidades de comprensión lectora en sus niveles literal, inferencial y crítico, así como el aumento de la motivación, la autorregulación y el pensamiento metacognitivo. Entre las estrategias más efectivas destacaron la gamificación, el uso de organizadores gráficos, la lectura guiada en ambientes digitales y los sistemas de apoyo personalizados basados en inteligencia artificial. Así, se concluye que la eficacia de estas intervenciones depende en gran medida de una implementación metodológicamente coherente, la capacitación adecuada del profesorado y la adaptación a las particularidades socioculturales de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The rapid advancement of digital technologies has significantly transformed educational practices, opening up new possibilities for enhancing reading comprehension in primary education. Within this framework, this study aimed to examine, through a systematic review based on the PRISMA protocol, the strategies implemented through interactive digital platforms to strengthen reading comprehension in primary school students. To this end, an exhaustive search was conducted in the ERIC, Web of Science, and Redalyc databases, using terms related to "reading comprehension," "primary education," and "digital platforms" as descriptors in Spanish and English. Initially, 5,304 articles were registered without specific filters, but after a rigorous selection and refinement process, 27 studies were selected for the final analysis. The results indicated that interactive digital platforms promote the development of reading comprehension skills at the literal, inferential, and critical levels, as well as increased motivation, self-regulation, and metacognitive thinking. Among the most effective strategies were gamification, the use of graphic organizers, guided reading in digital environments, and personalized support systems based on artificial intelligence. Thus, it is concluded that the effectiveness of these interventions depends largely on methodologically consistent implementation, adequate teacher training, and adaptation to students' sociocultural characteristics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[plataformas digitales]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[digital platforms]]></kwd>
</kwd-group>
</article-meta>
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