http://www.revistas.upel.edu.ve/index.php/investigacionypostgrado <p><em><strong>Investigación y Postgrado</strong></em> is a Venezuelan journal, refereed (double-blind peer review), indexed, of continuous publication, whose issues are dated, for citations and references, according to their interval of appearance: twice a year: April and October. It is edited and financed by the Vicerrectorado de Investigación y Postgrado of the Universidad Pedagógica Experimental Libertador.</p> VICERRECTORADO DE INVESTIGACIÓN Y POSTGRADO. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR es-ES INVESTIGACIÓN Y POSTGRADO 1316-0087 <p><em>Investigación y Postgrado</em> está bajo una <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">licencia internacional Creative Commons Attribution-NonCommercial-ShareAlike 4.0</a> .</p> <p>La política de acceso abierto y de licencias con “algunos derechos reservados” no niega la propiedad intelectual ni los derechos de los autores respecto a sus artículos, al contrario, los respeta. Es por ello que:</p> <p>No se reservan los derechos de publicación de los artículos. Los autores podrán distribuir su artículo en cualquier otro medio, siempre y cuando sea sin fines de lucro. Debe informar al Editor de esta nueva publicación y debe dar el crédito a la revista <em>Investigación y Postgrado</em>.</p> http://www.revistas.upel.edu.ve/index.php/investigacionypostgrado/article/view/6070 <p>This study addresses the transformation of reading comprehension through ICT, highlighting innovation and students' interaction with texts. The objective is to carry out a critical analysis of said transformation, highlighting advantages and disadvantages. The PRISMA method was used for systematic reviews, selecting 23 studies between 2019 and 2024 from the SciELO, Scopus and Dialnet databases, which analyze pedagogical and technological strategies in primary and secondary schools. The findings indicate that ICT facilitates the personalization of learning and interactive pedagogical practices with multimedia resources; Barriers remain, such as limited access to technology and the need for ongoing training for teachers. In conclusion, although ICTs offer opportunities to improve reading comprehension, it is vital to properly integrate them into the educational curriculum and guarantee an investment in infrastructure and training, so that these tools promote inclusive learning and do not widen educational inequalities.</p> Germán José Ojeda Pacheco Copyright (c) 2026 Universidad Pedagógica Experimental Libertador https://creativecommons.org/licenses/by-nc-sa/4.0 2026-08-18 2026-08-18 41 2 9 24 10.56219/investigacinypostgrado.v41i2.6070