<?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>2550-6587</journal-id>
<journal-title><![CDATA[Revista de Ciencias Humanísticas y Sociales (ReHuSo)]]></journal-title>
<abbrev-journal-title><![CDATA[ReHuSo]]></abbrev-journal-title>
<issn>2550-6587</issn>
<publisher>
<publisher-name><![CDATA[Universidad Técnica de Manabí ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-65872023000100132</article-id>
<article-id pub-id-type="doi">10.33936/rehuso.v8i1.4980</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión lectora de textos argumentativos: una revisión sistemática desde el nivel básico hasta el universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading comprehension in argumentative texts: a systematic review from elementary to university level]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldonado Alegre]]></surname>
<given-names><![CDATA[Fernando Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ulloa Córdova]]></surname>
<given-names><![CDATA[Vanessa Dora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Príncipe Concha]]></surname>
<given-names><![CDATA[Betty]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo-Solis]]></surname>
<given-names><![CDATA[Beymar Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
</contrib-group>
<aff id="AaN">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="AaN">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="AaN">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="AaN">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>132</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-65872023000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-65872023000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-65872023000100132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio de revisión sistemática aborda el tema de la comprensión lectora de textos argumentativos en estudiantes de educación básica y superior. El objetivo primordial es identificar y analizar las estrategias que permitan mejorar la comprensión lectora en textos de corte argumentativo. Para ello, se realizó una búsqueda sistemática de artículos de investigación publicados desde inicios del 2018 hasta junio del 2022. Las bases de datos consultadas fueron Scopus, Web of Sicence, Scielo y Dialnet. Considerando los criterios de inclusión y exclusión para esta investigación, se seleccionaron 26 artículos científicos siguiendo el modelo Prisma. Se concluye que la comprensión lectora de textos argumentativos requiere el manejo de la estructura textual y el empleo de estrategias para procesar la información. Asimismo, es importante considerar que el proceso lector del texto argumentativo está sujeto a factores motivacionales, socioculturales y léxicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present systematic review study addresses the issue of reading comprehension of argumentative texts in basic and higher education students. The primary objective is to identify and analyze the strategies to improve reading comprehension in argumentative texts. For this, a systematic search focusing on research articles published from the beginning of 2018 to June 2022 was carried out. The databases consulted were Scopus, Web of Science, Scielo and Dialnet. Considering the inclusion and exclusion criterias for this research, 26 scientific articles were selected following the Prisma model. It is concluded that the reading comprehension of argumentative texts requires the ability to handle textual structure and the use of strategies to process the information. Likewise, it is important to consider that the reading process of argumentative texts is subject to motivational, sociocultural and lexical factors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estructura argumentativa]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[argumentative structure]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El proceso lógico-inferencial como estrategia para la lectura crítica de textos argumentativos en básica secundaria.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ávila Vásquez]]></surname>
<given-names><![CDATA[M. O.]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[J. N]]></given-names>
</name>
</person-group>
<source><![CDATA[Discusiones Filosóficas,]]></source>
<year>2021</year>
<volume>22</volume>
<numero>39</numero>
<issue>39</issue>
<page-range>135 -155</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aprianto]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Heriyawati]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[The Implementation of multiple media in improving reading comprehension skill in the university students.]]></source>
<year>2020</year>
<publisher-name><![CDATA[Journal of Physics: Conference Series]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Effectiveness of virtual vs. non-virtual teaching in improving reading comprehension of iranian undergraduate efl students.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Akbari]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Heidari Tabrizi]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Chalak]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Turkish Online Journal of Distance Education]]></source>
<year>2021</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>272-283.</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The contribution of argument knowledge to the comprehension and critical evaluation of argumentative text.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Christodoulou]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Diakidoy]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2020</year>
<numero>63</numero>
<issue>63</issue>
<page-range>101903</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Nivel de comprensión lectora en estudiantes que inician primer año de carrera universitaria.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Del Puerto]]></surname>
<given-names><![CDATA[L. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Thoms]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Boscarino]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Científica de la UCSA]]></source>
<year>2018</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>11-25.</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Estrategias para el mejoramiento de la comprensión lectora de textos argumentativos en la escuela secundaria]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galeano-Sánchez]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Ochoa-Angrino]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Íkala]]></source>
<year>2022</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>504-526.</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Sánchez]]></surname>
<given-names><![CDATA[J. N.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Martín]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Investigating elementary school students&#8217; text-based argumentation with multiple online information resources]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kiili]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Braten]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Kullberg]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Leppanen]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Computers &amp; Education,]]></source>
<year>2020</year>
<numero>147</numero>
<issue>147</issue>
<page-range>103785</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Use of mobile applications in developing reading comprehension in second language acquisition-a review study.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Klimova]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Zamborova]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Education Sciences,]]></source>
<year>2020</year>
<volume>10</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Nativized Texts: Cultural Clues' Role in Improving EFL Undergraduates' Reading Comprehension.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hattab Alali]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Hameed Al-Jamal]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Sa'di]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Universal Journal of Educational Research]]></source>
<year>2020</year>
<volume>8</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>5555</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El novel sujeto lector ante el texto académico: El difícil paso de la comprensión general a la especializada.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lobato-Osorio]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Electrónica Educare]]></source>
<year>2019</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Análisis microetnográfico sobre el desarrollo lectoescritor del comentario argumentativo de textos en estudiantes de Medicina de la Universidad El Bosque]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[López Trujillo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández Pina]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Caro Valverde]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Educatio Siglo XXI,]]></source>
<year>2021</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>61-84.</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La comprensión de textos argumentativos como estrategia para el aprendizaje significativo y el desarrollo del pensamiento crítico]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meneses Alba]]></surname>
<given-names><![CDATA[J. X.,]]></given-names>
</name>
<name>
<surname><![CDATA[Osorio Castañeda]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Rubio Quintero]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Actualidades Pedagógicas]]></source>
<year>2018</year>
<numero>72</numero>
<issue>72</issue>
<page-range>29-47</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moher]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Liberati]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Tetzlaff]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Altman]]></surname>
<given-names><![CDATA[D.G]]></given-names>
</name>
</person-group>
<collab>The PRISMA Group</collab>
<source><![CDATA[PLoS Med]]></source>
<year>2009</year>
<volume>6</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>e1000097</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mohseni]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Seifoori]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Ahangari]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Cogent Education]]></source>
<year>2020</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Diálogos entre teoría y práctica para la enseñanza del texto argumentativo en la educación superior.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mora-Monroy]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz-Cuevas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Henríquez-Gómez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Cuaderno de Pedagogía Universitaria]]></source>
<year>2021</year>
<volume>18</volume>
<numero>36</numero>
<issue>36</issue>
<page-range>55-71</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Lectura crítica: un proceso inherente a la educación universitaria competente y significativa]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morales Carrero]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Conrado]]></source>
<year>2020</year>
<volume>16</volume>
<numero>73</numero>
<issue>73</issue>
<page-range>240-247.</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Revisiones Sistemáticas: definición y nociones básicas.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz,]]></surname>
</name>
<name>
<surname><![CDATA[Cuellar]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Domancic]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Villanueva]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Clínica Periodoncia, Implantología, Rehabilitación Oral.]]></source>
<year>2018</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>184-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Influencia de los organizadores gráficos en la comprensión lectora de textos expositivos y argumentativos]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Munayco Medina]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Comuni@cción]]></source>
<year>2018</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>05-13.</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Estrategia pedagógico-didáctica para promover la lectura crítica.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinchao Benavides]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación]]></source>
<year>2020</year>
<volume>29</volume>
<numero>56</numero>
<issue>56</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Leer, comprender, argumentar: el comentario de texto como recurso didáctico fundamental.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramos Vera]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Padres Y Maestros / Journal of Parents and Teachers,]]></source>
<year>2020</year>
<numero>383</numero>
<issue>383</issue>
<page-range>6-11.</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reznitskaya]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2021</year>
<numero>106</numero>
<issue>106</issue>
<page-range>103464</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La comprensión de textos argumentativos en estudiantes de Licenciatura en la educación universitaria colombiana.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pulgarín Rodríguez]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Atenas]]></source>
<year>2018</year>
<volume>2</volume>
<numero>42</numero>
<issue>42</issue>
<page-range>32-47</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[English (L2) argumentative writing of upper secondary students with reading difficulties]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sehlström]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Waldmann]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Steinvall]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Levlin]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[L1-Educational Studies in Language and Literature]]></source>
<year>2022</year>
<volume>22</volume>
<page-range>1-22.</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The influence of thinking dispositions on integration and recall of multiple texts.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tarchi]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Villalón]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2021</year>
<volume>91</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1498-1516.</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<collab>Unesco</collab>
<source><![CDATA[Qué se espera que aprendan los estudiantes de América Latina y el Caribe? Análisis curricular del Estudio Regional Comparativo y Explicativo (ERCE 2019)]]></source>
<year>2020</year>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La educación virtual en el pensamiento crítico de los estudiantes universitarios.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valencia Morocho]]></surname>
<given-names><![CDATA[C. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Desde el Sur]]></source>
<year>2021</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>e0018</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Estructura hipertextual y habilidad lectora: Análisis de la producción digital de textos argumentativos en estudiantes de 4º Año Medio.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vallejos Carrasco]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Véliz de Vos]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Sáez Carrillo]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista signos]]></source>
<year>2021</year>
<volume>54</volume>
<numero>105</numero>
<issue>105</issue>
<page-range>97-119</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Graphic organizers as a teaching strategy for improved comprehension of argumentative texts in English.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vargas Vásquez]]></surname>
<given-names><![CDATA[J. M]]></given-names>
</name>
<name>
<surname><![CDATA[Zuñiga Coudin]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Actualidades Investigativas en Educación]]></source>
<year>2018</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>32-54.</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[How to improve argumentation comprehension in university students: experimental test of a training approach.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Von der Mühlen]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Schmid]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Berthold]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Instructional Science]]></source>
<year>2019</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>215-37</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Leer en el primer año de Psicología: tipos discursivos e inferencias.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villalonga Penna]]></surname>
<given-names><![CDATA[M. M]]></given-names>
</name>
<name>
<surname><![CDATA[Padilla]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Carreras]]></surname>
<given-names><![CDATA[M. P.,]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Iberoamericana De Educación,]]></source>
<year>2019</year>
<volume>80</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-103.</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
