Resumen

CERVANTES BUENFIL, Adela Aurora  y  CANTO HERRERA, Pedro José. Analysis of validated instruments for assessing reading comprehension in primary education: A systematic review (2015 to 2025). RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2025, vol.16, n.31, e972.  Epub 01-Dic-2025. ISSN 2007-7467.  https://doi.org/10.23913/ride.v16i31.2633.

Reading comprehension represents a cognitive skill that affects students’ 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.

Palabras llave : reading comprehension; assessment; reading; primary education.

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