Technological Mediations in Reading Comprehension: A Documentary Review of AI Tools
DOI:
https://doi.org/10.69821/rer.v3i1.29Keywords:
Adaptive learning, Digital divide, Reading comprehension, Artificial intelligenceAbstract
This article examines the technological mediations of artificial intelligence (AI) in reading comprehension through a qualitative documentary review, focused on digital narratives and student experiences in secondary education. Recent sources (2019-2025) such as Rico-Juan et al. (2024), Ortega Auris et al. (2025), and Xu (2025) were analyzed, identifying contributions in algorithmic personalization for literal, inferential, and critical levels, alongside tensions such as digital divides and ethical risks. The qualitative-documentary methodology employed thematic matrices and iterative analysis (open, axial, and selective coding) for phenomenological triangulation, revealing how AI catalyzes emerging meanings without replacing human mediation. The results highlight applications like Microsoft Reading Coach for dynamic scaffolding, but warn about technological dependencies in vulnerable Latin American contexts. It is concluded that AI should be integrated as an equitable pedagogical complement, with recommendations for teacher training and future empirical studies to validate hybrid impacts in real classrooms.
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Copyright (c) 2026 Juan Carlos Urbiñez Villero, Cruz Marina Ruiz Valencia, Dannys Zuley Bustamante Padilla (Autor/a)
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