<?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>S2739-00632026000303006</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17188890</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Teorías sobre la comprensión lectora: una revisión teórica de modelos]]></article-title>
<article-title xml:lang="en"><![CDATA[Theories on reading comprehension: A theoretical review of models]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamancha-Aguilar]]></surname>
<given-names><![CDATA[Martha Marisol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallma-Cayo]]></surname>
<given-names><![CDATA[Juan Sony Ray]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe-Chuquiray]]></surname>
<given-names><![CDATA[Lorenza Emilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel]]></surname>
<given-names><![CDATA[Ruth Vargas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ayacucho ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ayacucho ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ayacucho ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ayacucho ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000303006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000303006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000303006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente estudio se llevó a cabo un análisis bibliográfico riguroso centrado en las teorías sobre comprensión lectora desarrolladas en los últimos cinco años. El objetivo principal consistió en sistematizar y describir las principales corrientes teóricas relacionadas con el fenómeno, así como exponer los hallazgos más recientes en la materia. Considerando la preocupante disminución en la comprensión lectora observada en escolares y adolescentes, atribuible en buena medida al uso excesivo de herramientas digitales que, aunque facilitan ciertos procesos de aprendizaje, también actúan como fuentes de distracción y dificultan la asimilación efectiva de contenidos, esta investigación adquiere relevancia para distintos actores sociales, particularmente educadores y familias, con miras a optimizar el rendimiento académico. El análisis se sustentó en una revisión exhaustiva de literatura obtenida de bases de datos especializadas como Scielo, Web of Science y Scopus, a partir de la cual se seleccionaron 21 estudios pertinentes. Los resultados evidencian la importancia fundamental de comprender y diferenciar las diversas perspectivas teóricas sobre comprensión lectora, de modo que los estudiantes logren desarrollar una competencia comprensiva adecuada y, en consecuencia, un aprendizaje efectivo y significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study conducted a rigorous literature review focused on theories of reading comprehension developed in the last five years. The main objective was to systematize and describe the main theoretical approaches related to this phenomenon, as well as to present the most recent findings in the field. Given the concerning decline in reading comprehension observed among school-age children and adolescents, largely attributable to the excessive use of digital devices-which, while facilitating certain learning processes, also act as sources of distraction and hinder the effective assimilation of content-this research is relevant for various stakeholders, particularly educators and families, with the aim of optimizing academic performance. The analysis was based on an exhaustive review of literature obtained from specialized databases such as Scielo, Web of Science, and Scopus, from which 21 relevant studies were selected. The results highlight the fundamental importance of understanding and differentiating the various theoretical perspectives on reading comprehension, so that students can develop adequate comprehension skills and, consequently, achieve effective and meaningful learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[modelos]]></kwd>
<kwd lng="es"><![CDATA[revisión teórica]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[models]]></kwd>
<kwd lng="en"><![CDATA[theoretical review]]></kwd>
</kwd-group>
</article-meta>
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