<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200972</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2633</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de instrumentos validados para evaluar la comprensión lectora en educación primaria: Una revisión sistemática (2015 a 2025)]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of validated instruments for assessing reading comprehension in primary education: A systematic review (2015 to 2025)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise de instrumentos validados para avaliação da compreensão de leitura no ensino fundamental: uma revisão sistemática (2015 a 2025)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes Buenfil]]></surname>
<given-names><![CDATA[Adela Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canto Herrera]]></surname>
<given-names><![CDATA[Pedro José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200972&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200972&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200972&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora representa una habilidad cognitiva que repercute en el rendimiento académico de los estudiantes y que requiere ser evaluada con instrumentos de alta confiabilidad. Por tales motivos, se llevó a cabo una revisión sistemática con el objetivo de identificar instrumentos validados para evaluar la comprensión lectora en educación primaria y analizar sus características de diseño y propiedades psicométricas. La metodología implementada fue mediante la búsqueda de artículos empíricos en las bases de datos EBSCO, Scopus y Web of Science, con un período comprendido de 2015 a 2025. Finalmente, se obtuvo un corpus de 28 artículos que cumplieron con los criterios de inclusión y exclusión, ya que son instrumentos con propiedades psicométricas. El análisis de estos reveló que predominan pruebas con ítems de opción múltiple que se basan en la lectura de textos narrativos y expositivos, con niveles adecuados y altos de confiabilidad y con diversas formas de validez: contenido, constructo, convergente y predictivo. Así como un conjunto de pruebas de ejecución máxima que se concentran en examinar determinados procesos cognitivos y metacognitivos. No obstante, aún no se dispone de instrumentos que evalúen varios procesos cognitivos y lingüísticos de manera integrada y se sugiere ampliar los estudios sobre validez predictiva y sensibilidad al cambio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension represents a cognitive skill that affects students&#8217; academic performance and must be assessed using highly reliable instruments. For this reason, a systematic review was carried out to identify validated tools for evaluating reading comprehension in primary education and to analyze their design features and psychometric properties. The methodology involved searching for empirical studies in the EBSCO, Scopus, and Web of Science databases over a ten-year period (2015-2025). A corpus of 28 articles that met the inclusion and exclusion criteria was obtained, each reporting an instrument for measuring reading comprehension with documented psychometric properties. Analysis revealed a predominance of multiple-choice tests based on narrative and expository texts, exhibiting adequate to high reliability and various forms of validity (content, construct, convergent, and predictive). In addition, a set of performance-based tasks was identified that focused on examining specific cognitive and metacognitive processes. However, there remains a lack of instruments that assess multiple cognitive processes in an integrated fashion, and future research should expand on predictive validity and sensitivity to change studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A compreensão leitora representa uma habilidade cognitiva que impacta o desempenho acadêmico dos alunos e requer avaliação com instrumentos altamente confiáveis. Por essas razões, uma revisão sistemática foi conduzida para identificar instrumentos validados para avaliar a compreensão leitora no ensino fundamental e analisar suas características de delineamento e propriedades psicométricas. A metodologia implementada envolveu a busca de artigos empíricos nas bases de dados EBSCO, Scopus e Web of Science, abrangendo o período de 2015 a 2025. Ao final, foi obtido um corpus de 28 artigos que atenderam aos critérios de inclusão e exclusão, por serem instrumentos com propriedades psicométricas. A análise desses artigos revelou uma predominância de testes com itens de múltipla escolha baseados na leitura de textos narrativos e expositivos, com níveis adequados e altos de confiabilidade e diversas formas de validade: de conteúdo, de construto, convergente e preditiva. Isso também é acompanhado por um conjunto de testes de desempenho máximo que se concentram em examinar processos cognitivos e metacognitivos específicos. No entanto, ainda não há instrumentos disponíveis que avaliem vários processos cognitivos e linguísticos de forma integrada, e sugere-se que mais estudos sobre validade preditiva e sensibilidade à mudança sejam realizados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[primaria]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="pt"><![CDATA[compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
</kwd-group>
</article-meta>
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