<?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>2960-2467</journal-id>
<journal-title><![CDATA[e-Revista Multidisciplinaria del Saber]]></journal-title>
<abbrev-journal-title><![CDATA[e-Rev. Multidiscip. Saber]]></abbrev-journal-title>
<issn>2960-2467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación en Tecnologías de Salud y Ambiente (CITSA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2960-24672025000100248</article-id>
<article-id pub-id-type="doi">10.61286/e-rms.v3i.235</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión lectora en la era digital: el rol de las TIC en el aprendizaje lector de estudiantes de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension in the digital age: the role of ICT in primary school students' reading comprehension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdova Villar]]></surname>
<given-names><![CDATA[Eduardo Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Robles]]></surname>
<given-names><![CDATA[Zenón Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas Matos]]></surname>
<given-names><![CDATA[Teddy Johnnie]]></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 Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></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>3</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2960-24672025000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2960-24672025000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2960-24672025000100248&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación se alinea al Objetivo de Desarrollo Sostenible 4 (ODS4), ya que promueve activamente la mejora del aprendizaje en los estudiantes, e impulsa, de manera significativa, el uso de las Tecnologías de Información y Comunicación (TIC) como una herramienta clave para mejorar la comprensión lectora en el ámbito escolar. En este contexto académico y social, el objetivo principal de este estudio es determinar la relación que existe entre el uso de las TIC y la comprensión lectora en estudiantes de una Institución Educativa ubicada en la ciudad de Huancayo, durante el año 2025. La investigación fue de tipo básico, con un enfoque metodológico cuantitativo, un nivel correlacional, un diseño no experimental y de corte transversal, utilizando una muestra conformada por 94 estudiantes del quinto grado de educación primaria, a quienes se les aplicaron dos cuestionarios previamente validados. Los resultados obtenidos muestran que la mayoría de los estudiantes del quinto grado de la Institución Educativa unidad de análisis de Huancayo perciben un nivel medio (56%) de uso de las TIC y un nivel medio (57%) de comprensión lectora. Asimismo, también se evidenció que los estudiantes perciben un nivel alto (49%) en el área pedagógica, un nivel medio (42%) en el área tecnológica y un nivel alto (27%) en el área comunicativa. En conclusión, se determinó que la relación entre el uso de las TIC y la comprensión lectora en estudiantes de la Institución Educativa N.º 31506 es significativa (Rho = 0.44; p = 0.000 &lt; 0.05), lo cual valida la hipótesis planteada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research is aligned with Sustainable Development Goal 4 (SDG4), as it actively promotes the improvement of student learning, and significantly promotes the use of Information and Communication Technologies (ICT) as a key tool to improve reading comprehension in the school environment. In this academic and social context, the main objective of this study is to determine the relationship between the use of ICT and reading comprehension in students of an educational institution located in the city of Huancayo, during the year 2025. The research was of a basic type, with a quantitative methodological approach, a correlational level, a non-experimental and cross-sectional design, using a sample of 94 students in the fifth grade of primary education, to whom two previously validated questionnaires were applied. The results obtained show that most of the fifth grade students of the Huancayo Educational Institution unit of analysis perceive an average level (56%) of ICT use and an average level (57%) of reading comprehension. Likewise, it was also evident that students perceive a high level (49%) in the pedagogical area, a medium level (42%) in the technological area and a high level (27%) in the communicative area. In conclusion, it was determined that the relationship between the use of ICT and reading comprehension in students of Educational Institution No. 31506 is significant (Rho = 0.44; p = 0.000 &lt; 0.05), which validates the hypothesis proposed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[información]]></kwd>
<kwd lng="es"><![CDATA[comunicaciones]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[information]]></kwd>
<kwd lng="en"><![CDATA[communications]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
</kwd-group>
</article-meta>
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