Estrategias para enseñanza de  la lectura y la escritura: una revisión sistemética sobre formación de nuevos educadores  usando VosViewer

Brizeida Hernández Sánchez; Berenice  Carrera de Vallejos

doi:10.48204/j.orbis.v9n2.a7000

Enviado março 18, 2025

Publicado 2025-07-31

Artículos

v. 9 n. 2 (2025): Revista Científica Orbis Cognita

Estratégias para o ensino da leitura e da escrita. uma revisão sistemático da formação de novos educadores com o VosViewer

Brizeida Hernández Sánchez⁺⁻
Berenice Carrera de Vallejos⁺⁻

DOI https://doi.org/10.48204/j.orbis.v9n2.a7000

PDF (Español (España))

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DOI: 10.48204/j.orbis.v9n2.a7000

Publicado: 2025-07-31

Como Citar

Hernández Sánchez, B., & Carrera de Vallejos, B. (2025). Estratégias para o ensino da leitura e da escrita. uma revisão sistemático da formação de novos educadores com o VosViewer. Revista Científica Orbis Cógnita, 9(2), 278–305. https://doi.org/10.48204/j.orbis.v9n2.a7000

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Resumo

Este artigo analisa estratégias de formação de professores para a leitura e a escrita no ensino superior, a partir de uma revisão sistemática da literatura científica. A base de dados Scopus foi utilizada para selecionar estudos publicados entre 2010 e 2024 em inglês, excluindo livros e anais de congressos. Os critérios de busca incluíram palavras-chave como "escrita", "universidade", "educação superior", "estratégia", "professor" e "treinamento". De um total de 139 registros correspondentes no banco de dados, os dados foram analisados usando o protocolo PRISMA e técnicas bibliométricas com o software VosViewer. O objetivo

principal do estudo foi identificar tendências e padrões temáticos em estratégias de ensino, com foco no ensino de habilidades críticas, como escrita e leitura. Os objetivos específicos incluíram avaliar tendências de pesquisa por meio de análise de clusters e examinar a qualidade dos estudos com base em sua origem geográfica e relevância temática. O estudo destaca a necessidade de atualização contínua da formação de professores, incorporando estratégias inovadoras para o ensino do pensamento. As principais tendências identificadas incluem a importância de estratégias ativas e colaborativas, bem como abordagens interdisciplinares que promovam o pensamento crítico. Os resultados sugerem que o ensino superior deve priorizar a integração de ferramentas tecnológicas e métodos pedagógicos adaptados a um contexto globalizado, visando aprimorar as competências-chave dos alunos e preparar os educadores para cenários educacionais complexos e dinâmicos.

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Referências

Abu-Hardan, F., Al-Jamal, D. A., & Sa’di, I. T. (2019). TPACK: Time to be considered in teaching reading. International Journal of Learning, Teaching and Educational Research, 18(6), 68-95.
Ashraf, T., Tabassum, E., & Tabassum, K. (2024). Conceptualizing Literacy Domains for Setting their Implications in The 21st Century. Pakistan Languages and Humanities Review, 8(3), 571-584.
Athanasiadis, A., Papadopoulou, V., & Kasimatis, K. (2023). Measuring service quality in teacher training programs: The EppekQual Scale. Educational Administration: Theory and Practice, 29(2).
Barquero, L. A., & Cutting, L. E. (2021). Introduction to the special issue on advances in the understanding of reading comprehension deficits. Annals of Dyslexia, 71, 211-217.
Boyle, K. (2024). A multiple-case study of reading comprehension: how do teachers understand and teach reading comprehension?
Bruggink, M., Swart, N., Van der Lee, A., & Segers, E. (2022). Putting PIRLS to use in classrooms across the globe: Evidence-based contributions for teaching reading comprehension in a multilingual context (p. 110). Springer Nature.
Budiarto, M. K., Rahman, A., & Efendi, A. (2024). Proposing information and communication Technology (ICT)-Based Learning transformation to create competitive human resources: A theoretical review. Multidisciplinary Reviews, 7(4), 2024076-2024076.
Cassany, D. (2011). Prácticas lectoras democratizadoras. Textos de didáctica de la lengua y la literatura. 2011;(58): 29-40.
Cassany, D. (2017). Los significados de la comprensión crítica. Lectura y vida. 2005; 26 (3): 32-45.
Cassany, D. (2021). Lectura crítica en tiempos de desinformación. Revista Electrónica Leer, Escribir y Descubrir, 1(9), 3.
Dack, H., & Ann Tomlinson, C. (2025). Preparing novice teachers to differentiate instruction: Implications of a longitudinal Study. Journal of Teacher Education, 76(1), 12-28.
Dange, J. K., & Jagannath, K. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137.
Doménech-Betoret, F., Gómez-Artiga, A., & Abellán-Roselló, L. (2019). The educational situation quality model: a new tool to explain and improve academic achievement and course satisfaction. Frontiers in psychology, 10, 473959.
El-Hamamsy, L., Monnier, E. C., Avry, S., Chessel-Lazzarotto, F., Liégeois, G., Bruno, B.,
... & Mondada, F. (2024). An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs. Education and Information Technologies, 29(9), 10391-10436.
Enakrire, R. T. (2024). The usefulness of computer skills for enhanced teaching and learning among lecturers in an open distance e-learning (ODEL) environment. Education and Information Technologies, 1-16.
Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: the impact of pedagogical training perceived by teachers. Education Sciences, 13(3), 309.
Fraillon, J., & Rožman, M. (2025). IEA International Computer and Information Literacy Study 2023: Assessment Framework (p. 87). Springer Nature.
Fuchs, D., Patton, S., Fuchs, L. S., Gilbert, J., Walsh, M., Lute, N., ... & Elleman, A. (2018). Combining reading comprehension instruction with cognitive training to provide intensive intervention to at-risk students. In Handbook of Response to Intervention and Multi-Tiered Systems of Support (pp. 198-217). Routledge.
Goldman, S. R. (2024). Reading is complex: Implications for research and practice. Educational Psychologist, 1-11.
Gómez-Barreto, I. M., Lara, S., & Pinedo-González, R. (2023). Classroom interaction and metacognition by ‘enculturation’of thinking in early education. International Journal of Early Years Education, 1-20.
Habók, A., Oo, T. Z., & Magyar, A. (2024). The effect of reading strategy use on online reading comprehension. Heliyon, 10(2).
Hernández-Sánchez, B. R., Sánchez García, J. C., & Pascucci, T. (2022). Herramientas digitales para mediar aprendizaje en tiempos de crisis: un análisis sistemático. Herramientas digitales para mediar aprendizaje en tiempos de crisis: un análisis sistemático, 258-275.
Hernández-Sánchez, B., Pascucci, T., Di Pomponio, I., & Cedeño, G. G. (2024). Virtual Education Modality and Digital Competence in University Students: Virtual Learning Methodologies at the University. In Perspectives on Innovation and Technology Transfer in Managing Public Organizations (pp. 154-175). Igi Global.
Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International journal of scientific research in modern science and technology, 3(4), 05-10.
Kawuryan, S. P., Sayuti, S. A., & Dwiningrum, S. I. A. (2021). Teachers Quality and Educational Equality Achievements in Indonesia. International Journal of Instruction, 14(2), 811-830.
Klosi, I. (2024). El docente del futuro: visión y competencias. Revista Internacional Conocimiento , 64 (5), 609-613.
Kucukkaragoz, H., & Meylani, R. (2025). Resistance to learning: reasons and remedies via a qualitative research synthesis. Journal of Education and Learning (EduLearn), 19(1), 294-313.
Kuznetsova, H., Danylchenko, I., Zenchenko, ?., Rostykus, N., & Lushchynska, O. (2024). Incorporating innovative technologies into higher education teaching: Mastery and implementation perspectives for educators. Multidisciplinary Reviews, 7.
Lazutina, T. V., Shuler, I. V., & Pletyago, T. Y. (2016). Reading as a Sociocultural Phenomenon: Its Nature and Functions. International Journal of Environmental and Science Education, 11(17), 9941-9948.
Lee, K., & Hasanzadeh, S. (2024). Understanding Cognitive Anticipatory Process in Dynamic Hazard Anticipation Using Multimodal Psychophysiological Responses. Journal of Construction Engineering and Management, 150(4), 04024008.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., & Ioannidis, J. P. A. (2009). La declaración Prisma para informar revisiones sistemáticas y metaanálisis de estudios que evalúan las intervenciones de atención médica: explicación y elaboración. PLoS Medicine [Internet], 6(7), 1-28.
Martínez Valdivia, E., Pegalajar Palomino, M. D. C., & Burgos-Garcia, A. (2023). Active methodologies and curricular sustainability in teacher training. International Journal of Sustainability in Higher Education, 24(6), 1364-1380.
Mateos, A. (2016). Mejores Maestros, Mejores Educadores. España: Ediciones Algibe. MEDUCA. (2018). PISA Programa para la Evaluación Internacional del Estudiantes.
Melgarejo, T. F. V., Vivar, P. L. L. M., Pando, C. R., Melgarejo, P. L. V., & Adauto, A. A.
A. (2024). Inference and reading comprehension in university students. Nurture, 18(4), 785-794.
Metruk, R., & Ková?ová, P. (2025). The impact of innovative reading comprehension strategies on reading literacy of Slovak EFL learners. International Journal of Instruction, 18(1), 667-678.
Mohammed, Bale houane., & Yaakoub, Leftaha. (2024). Teachers’ and Students’ Perspectives towards the Use of Web-based Technologies to Enhance Speaking Skills of EFL Students (Doctoral dissertation, university center of abdalhafid boussouf- MILA).
Monnier, E. C., Avry, S., El-Hamamsy, L., Pulfrey, C., Caneva, C., Mondada, F., & Zufferey,
J. D. (2023). From teacher to teacher-trainer: A qualitative study exploring factors contributing to a successful train-the-trainer digital education program. Social Sciences & Humanities Open, 8(1), 100518.
Nambao, M. (2024). An exploration of teachers’ pedagogic practices of teaching oral reading fluency (ORF) to grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone districts in Zambia (Doctoral dissertation, The University of Zambia).
Omodan, B. I. (2024). The Dialectics of Modernity and Tradition: A Decolonial Critique of University’s Role in Shaping Social Consciousness. Journal of Developing Societies, 0169796X241254199.
Pinar, W. F. (2022). A praxis of presence in curriculum theory: Advancing currere against cultural crises in education. Routledge.
Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. John Wiley & Sons.
Ritchhart, R., & Perkins, D. N. (2005). Learning to think: The challenges of teaching thinking. The Cambridge handbook of thinking and reasoning, 775-802.
Sanfo, J. B. M., & Malgoubri, I. (2023). Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?. International Journal of Educational Development, 99, 102759.
Sari, N. P. (2024). Improving Reading Comprehension Of The Seventh-Grade Students Of SMPN 5 Mengwi In The Academic Year 2023/2024 Through Numbered Heads Together.
Shahrebabaki, M. M., & Oslund, E. (2025). The relationships between reading attitude, metacognitive awareness of reading strategies and reading motivation of L2 learners: A mediational analysis. Journal of Interdisciplinary Studies in Education, 14(1), 1- 19.
Siegel, N., & Drønen, G. (2024). Fostering ‘Bildung’and Critical Thinking in English Education: Teachers’ Perspectives and Practices
Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91-104.
UNESCO. (2017). Tercer Estudio Regional Comparativo y Explicativo. Logros de aprendizaje. Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación.
UNESCO. (2019). Agencia Latinoamericana de Evaluación y Políticas Públicas. Resultados educativos CRECER 2018. Las habilidades de los estudiantes panameños de tercer grado.
Urrutia, G., & Bonfill, X. (2010). PRISMA declaration: a proposal to improve the publication of systematic reviews and meta-analyses. Medicina clínica, 135(11), 507-511.
Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H., Serratrice, L., & Vogelzang, M. (2024). Children’s development of conversational and reading inference skills: a call for a collaborative approach. Language Development Research, 4(1), 42-79.
Wu, Y., Barquero, L. A., Pickren, S. E., Barber, A. T., & Cutting, L. E. (2020). The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and individual differences, 80, 101848.

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[1] Abu-Hardan, F., Al-Jamal, D. A., & Sa’di, I. T. (2019). TPACK: Time to be considered in teaching reading. International Journal of Learning, Teaching and Educational Research, 18(6), 68-95.

[2] Ashraf, T., Tabassum, E., & Tabassum, K. (2024). Conceptualizing Literacy Domains for Setting their Implications in The 21st Century. Pakistan Languages and Humanities Review, 8(3), 571-584.

[3] Athanasiadis, A., Papadopoulou, V., & Kasimatis, K. (2023). Measuring service quality in teacher training programs: The EppekQual Scale. Educational Administration: Theory and Practice, 29(2).

[4] Barquero, L. A., & Cutting, L. E. (2021). Introduction to the special issue on advances in the understanding of reading comprehension deficits. Annals of Dyslexia, 71, 211-217.

[5] Boyle, K. (2024). A multiple-case study of reading comprehension: how do teachers understand and teach reading comprehension?

[6] Bruggink, M., Swart, N., Van der Lee, A., & Segers, E. (2022). Putting PIRLS to use in classrooms across the globe: Evidence-based contributions for teaching reading comprehension in a multilingual context (p. 110). Springer Nature.

[7] Budiarto, M. K., Rahman, A., & Efendi, A. (2024). Proposing information and communication Technology (ICT)-Based Learning transformation to create competitive human resources: A theoretical review. Multidisciplinary Reviews, 7(4), 2024076-2024076.

[8] Cassany, D. (2011). Prácticas lectoras democratizadoras. Textos de didáctica de la lengua y la literatura. 2011;(58): 29-40.

[9] Cassany, D. (2017). Los significados de la comprensión crítica. Lectura y vida. 2005; 26 (3): 32-45.

[10] Cassany, D. (2021). Lectura crítica en tiempos de desinformación. Revista Electrónica Leer, Escribir y Descubrir, 1(9), 3.

[11] Dack, H., & Ann Tomlinson, C. (2025). Preparing novice teachers to differentiate instruction: Implications of a longitudinal Study. Journal of Teacher Education, 76(1), 12-28.

[12] Dange, J. K., & Jagannath, K. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137.

[13] Doménech-Betoret, F., Gómez-Artiga, A., & Abellán-Roselló, L. (2019). The educational situation quality model: a new tool to explain and improve academic achievement and course satisfaction. Frontiers in psychology, 10, 473959.

[14] El-Hamamsy, L., Monnier, E. C., Avry, S., Chessel-Lazzarotto, F., Liégeois, G., Bruno, B.,

[15] ... & Mondada, F. (2024). An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs. Education and Information Technologies, 29(9), 10391-10436.

[16] Enakrire, R. T. (2024). The usefulness of computer skills for enhanced teaching and learning among lecturers in an open distance e-learning (ODEL) environment. Education and Information Technologies, 1-16.

[17] Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: the impact of pedagogical training perceived by teachers. Education Sciences, 13(3), 309.

[18] Fraillon, J., & Rožman, M. (2025). IEA International Computer and Information Literacy Study 2023: Assessment Framework (p. 87). Springer Nature.

[19] Fuchs, D., Patton, S., Fuchs, L. S., Gilbert, J., Walsh, M., Lute, N., ... & Elleman, A. (2018). Combining reading comprehension instruction with cognitive training to provide intensive intervention to at-risk students. In Handbook of Response to Intervention and Multi-Tiered Systems of Support (pp. 198-217). Routledge.

[20] Goldman, S. R. (2024). Reading is complex: Implications for research and practice. Educational Psychologist, 1-11.

[21] Gómez-Barreto, I. M., Lara, S., & Pinedo-González, R. (2023). Classroom interaction and metacognition by ‘enculturation’of thinking in early education. International Journal of Early Years Education, 1-20.

[22] Habók, A., Oo, T. Z., & Magyar, A. (2024). The effect of reading strategy use on online reading comprehension. Heliyon, 10(2).

[23] Hernández-Sánchez, B. R., Sánchez García, J. C., & Pascucci, T. (2022). Herramientas digitales para mediar aprendizaje en tiempos de crisis: un análisis sistemático. Herramientas digitales para mediar aprendizaje en tiempos de crisis: un análisis sistemático, 258-275.

[24] Hernández-Sánchez, B., Pascucci, T., Di Pomponio, I., & Cedeño, G. G. (2024). Virtual Education Modality and Digital Competence in University Students: Virtual Learning Methodologies at the University. In Perspectives on Innovation and Technology Transfer in Managing Public Organizations (pp. 154-175). Igi Global.

[25] Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International journal of scientific research in modern science and technology, 3(4), 05-10.

[26] Kawuryan, S. P., Sayuti, S. A., & Dwiningrum, S. I. A. (2021). Teachers Quality and Educational Equality Achievements in Indonesia. International Journal of Instruction, 14(2), 811-830.

[27] Klosi, I. (2024). El docente del futuro: visión y competencias. Revista Internacional Conocimiento , 64 (5), 609-613.

[28] Kucukkaragoz, H., & Meylani, R. (2025). Resistance to learning: reasons and remedies via a qualitative research synthesis. Journal of Education and Learning (EduLearn), 19(1), 294-313.

[29] Kuznetsova, H., Danylchenko, I., Zenchenko, ?., Rostykus, N., & Lushchynska, O. (2024). Incorporating innovative technologies into higher education teaching: Mastery and implementation perspectives for educators. Multidisciplinary Reviews, 7.

[30] Lazutina, T. V., Shuler, I. V., & Pletyago, T. Y. (2016). Reading as a Sociocultural Phenomenon: Its Nature and Functions. International Journal of Environmental and Science Education, 11(17), 9941-9948.

[31] Lee, K., & Hasanzadeh, S. (2024). Understanding Cognitive Anticipatory Process in Dynamic Hazard Anticipation Using Multimodal Psychophysiological Responses. Journal of Construction Engineering and Management, 150(4), 04024008.

[32] Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., & Ioannidis, J. P. A. (2009). La declaración Prisma para informar revisiones sistemáticas y metaanálisis de estudios que evalúan las intervenciones de atención médica: explicación y elaboración. PLoS Medicine [Internet], 6(7), 1-28.

[33] Martínez Valdivia, E., Pegalajar Palomino, M. D. C., & Burgos-Garcia, A. (2023). Active methodologies and curricular sustainability in teacher training. International Journal of Sustainability in Higher Education, 24(6), 1364-1380.

[34] Mateos, A. (2016). Mejores Maestros, Mejores Educadores. España: Ediciones Algibe. MEDUCA. (2018). PISA Programa para la Evaluación Internacional del Estudiantes.

[35] Melgarejo, T. F. V., Vivar, P. L. L. M., Pando, C. R., Melgarejo, P. L. V., & Adauto, A. A.

[36] A. (2024). Inference and reading comprehension in university students. Nurture, 18(4), 785-794.

[37] Metruk, R., & Ková?ová, P. (2025). The impact of innovative reading comprehension strategies on reading literacy of Slovak EFL learners. International Journal of Instruction, 18(1), 667-678.

[38] Mohammed, Bale houane., & Yaakoub, Leftaha. (2024). Teachers’ and Students’ Perspectives towards the Use of Web-based Technologies to Enhance Speaking Skills of EFL Students (Doctoral dissertation, university center of abdalhafid boussouf- MILA).

[39] Monnier, E. C., Avry, S., El-Hamamsy, L., Pulfrey, C., Caneva, C., Mondada, F., & Zufferey,

[40] J. D. (2023). From teacher to teacher-trainer: A qualitative study exploring factors contributing to a successful train-the-trainer digital education program. Social Sciences & Humanities Open, 8(1), 100518.

[41] Nambao, M. (2024). An exploration of teachers’ pedagogic practices of teaching oral reading fluency (ORF) to grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone districts in Zambia (Doctoral dissertation, The University of Zambia).

[42] Omodan, B. I. (2024). The Dialectics of Modernity and Tradition: A Decolonial Critique of University’s Role in Shaping Social Consciousness. Journal of Developing Societies, 0169796X241254199.

[43] Pinar, W. F. (2022). A praxis of presence in curriculum theory: Advancing currere against cultural crises in education. Routledge.

[44] Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. John Wiley & Sons.

[45] Ritchhart, R., & Perkins, D. N. (2005). Learning to think: The challenges of teaching thinking. The Cambridge handbook of thinking and reasoning, 775-802.

[46] Sanfo, J. B. M., & Malgoubri, I. (2023). Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?. International Journal of Educational Development, 99, 102759.

[47] Sari, N. P. (2024). Improving Reading Comprehension Of The Seventh-Grade Students Of SMPN 5 Mengwi In The Academic Year 2023/2024 Through Numbered Heads Together.

[48] Shahrebabaki, M. M., & Oslund, E. (2025). The relationships between reading attitude, metacognitive awareness of reading strategies and reading motivation of L2 learners: A mediational analysis. Journal of Interdisciplinary Studies in Education, 14(1), 1- 19.

[49] Siegel, N., & Drønen, G. (2024). Fostering ‘Bildung’and Critical Thinking in English Education: Teachers’ Perspectives and Practices

[50] Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91-104.

[51] UNESCO. (2017). Tercer Estudio Regional Comparativo y Explicativo. Logros de aprendizaje. Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación.

[52] UNESCO. (2019). Agencia Latinoamericana de Evaluación y Políticas Públicas. Resultados educativos CRECER 2018. Las habilidades de los estudiantes panameños de tercer grado.

[53] Urrutia, G., & Bonfill, X. (2010). PRISMA declaration: a proposal to improve the publication of systematic reviews and meta-analyses. Medicina clínica, 135(11), 507-511.

[54] Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H., Serratrice, L., & Vogelzang, M. (2024). Children’s development of conversational and reading inference skills: a call for a collaborative approach. Language Development Research, 4(1), 42-79.

[55] Wu, Y., Barquero, L. A., Pickren, S. E., Barber, A. T., & Cutting, L. E. (2020). The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and individual differences, 80, 101848.

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