Reading comprehension strategies in elementary education: a bibliometric review

Abstract

The aim of this study was to carry out a bibliometric analysis of reading comprehension strategies in basic education in Scopus from 2005 to 2023. Bibliometric analysis, a method for measuring academic production, formed the basis of the research approach. The relevance and the keywords in English (reading AND comprehension AND strategies, elementary AND education) led to the selection of 93 Scopus documents for the study. The results showed that the years with the most publications were 2011, 2016 and 2020 (n=35; 38 %). In addition, one of the main sources was Computers and Education, while Van Keer, H. was the most referenced author (76 citations; 4 papers). Eighty-six percent of the publications were research articles in the fields of social sciences (48 %), computer science (12 %) and psychology (11 %). It can be concluded that the diversity of topics, authors, sources and resources has increased with respect to the subject of reading comprehension strategies in basic education. Thus, building on the solid foundation provided by this analysis, further studies can expand on it.