Macro-Rules and Reading Comprehension: A Systematic Review

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Cuya-Gomez, Cristina, Huayta-Franco Yolanda Josefina, Edward Flores

Abstract

The objective of this study is to analyze the academic contributions to the use of macro-rules in the reading
comprehension of high school students, from 2015 to 2021. The conceptualization of macro-rules was designed by
the Dutch linguist Van Dijk, in 1977; to describe the rules or codes that are applied to the set of propositions that
make up a text, to achieve its macrostructure (semantic content that summarizes the text). The methodology was
carried out through a systematic review with descriptive level, using the PRISMA Declaration guide, the search for
information was located in 4 online engines, Scopus, ProQuest, EBSCO and Concytec, using the descriptors:
"macro-rules", "macrostructures", "reading comprehension", "high school students" in turn combining between
them the use of the Boolean AND and finally OR, in Spanish and English. The results were the analysis of 15
scientific articles, of which 3 were from Scopus, 3 from ProQuest, 5 from EBSCO, 4 from Concytec, and at the same
time 4 articles were of qualitative approach and 11 of quantitative approach with samples of high school students.
It was concluded that the continuous and relevant use of the macro-rules didactic strategy significantly increases
reading comprehension, raising the academic performance of secondary school students.

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