The reading problems experienced by children in the early grades are more common than imagined. Textual comprehension is one of those shortcomings that causes the most concern in the student's educational environment, with teachers being in charge of providing different types of pedagogical strategies that allow the mitigation of this adverse situation, which influences the student's learning, maximum if the educational context is in a rural area and with the mitigation of a health emergency such as the COVID 19 coronavirus.

In this narrative and reflective review article, general aspects about the concept of reading comprehension, its importance and implementation in primary school students are detailed, where particular characteristics are outlined regarding the types of strategies used, and some analyzes are carried out on the impact of this competition after the pandemic, above all in the rural educational context.

The main findings stand out: a growing participation of the Latin American research community in the topics of reading comprehension, as well as the relevance of this agenda in rural educational institutions as a result of the complex panorama of low academic performance caused by the coronavirus pandemic and the identification and implementation of various teaching strategies to strengthen the teacher's work as a facilitator and mediator of the learning process of their students.