<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322025000200265</article-id>
<article-id pub-id-type="doi">10.22458/ie.v27i43.5534</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hábitos de lectura de estudiantes en secundaria y educación media superior: una revisión sistemática de literatura (2014-2024)]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading Habits of Students in Secondary and Upper Secondary Education: A Systematic Literature Review (2014-2024)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Hábitos de leitura de alunos do ensino médio e superior: uma revisão sistemática da literatura (2014-2024)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kú Santana]]></surname>
<given-names><![CDATA[Moisés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcocer Vázquez]]></surname>
<given-names><![CDATA[Eloísa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[Yucatán ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[Yucatán ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>43</numero>
<fpage>265</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322025000200265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322025000200265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322025000200265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. La práctica regular de la lectura, conocida como hábito lector, permite el progreso personal y profesional de las personas, ya que incide directamente en la capacidad de comunicación y participación social. El desarrollo de este hábito está asociado a factores como el entorno familiar y el académico, así como al descubrimiento del gozo que produce esta actividad. Por lo que este artículo presenta una revisión sistemática sobre los hábitos de lectura de personas estudiantes de secundaria y educación media superior, con el objetivo de analizar el estado de investigación en el tema en la última década y describir los hábitos de adolescentes para reconocer patrones y tendencias en este grupo etario que son significativos para el diseño de planes de acción e incidencia. Se siguió la metodología PRISMA 2020 para la revisión de 29 estudios empíricos provenientes de bases de datos abiertas como Redalyc y Scielo, así como de bases cerradas como Academic Search Ultimate y Eric, con el fin de ofrecer una visión integral y crítica sobre el tema. Los hallazgos revelan que las personas jóvenes se perciben con bajos índices de frecuencia y tiempo de lectura. La lectura por placer es poco frecuente y muchos adolescentes reservan la lectura únicamente con fines utilitarios o escolares. También se observó una marcada diferencia de género, ya que las mujeres leen más que los hombres y muestran una actitud más positiva hacia la lectura. Se concluye la necesidad de observar prácticas, plata- formas y formatos que motiven a las personas jóvenes a leer e incluirlas en el ámbito escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The regular practice of reading, known as reading habit, supports both personal and professional development, as it directly impacts individuals&#8217; communication skills and social participation. The development of this habit is linked to factors such as family and academic environments, as well as the discovery of the intrinsic pleasure of reading. This article presents a systematic review of the reading habits of students in secondary and upper secondary education, aiming to analyze the state of research on the topic over the past decade and to describe adolescent reading practices in order to identify patterns and trends relevant for designing action and advocacy strategies. The PRISMA 2020 methodology was used to review 29 empirical studies sourced from open-access databases such as Redalyc and Scielo, as well as subscription-based databases like Academic Search Ultimate and ERIC, to provide a comprehensive and critical overview of the topic. The findings indicate that young people report low frequency and limited time dedicated to reading. Reading for pleasure is infrequent, and many adolescents read only for academic or utilitarian purposes. A significant gender difference was also observed: girls read more than boys and express more positive attitudes toward reading. The study concludes by highlighting the need to explore practices, platforms, and formats that can motivate young people to read and integrate them meaningfully into school contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A prática regular da leitura, conhecida como hábito de leitura, possibilita o progresso pessoal e profissional dos indivíduos, pois afeta diretamente a capacidade de comunicação e a participação social. O desenvolvimento desse hábito está associado a fatores como o ambiente familiar e acadêmico, bem como a descoberta da alegria que essa atividade proporciona. Portanto, este artigo apresenta uma revisão sistemática dos hábitos de leitura dos alunos do ensino médio e secundário, com o objetivo de analisar o estado da pesquisa sobre o assunto na última década e descrever os hábitos dos adolescentes a fim de reconhecer padrões e tendências nessa faixa etária que são significativos para a elaboração de planos de ação e incidência. A metodologia PRISMA 2020 foi usada para analisar 29 estudos empíricos de bancos de dados abertos, como Redalyc e Scielo, bem como bancos de dados fechados, como Academic Search Ultimate e Eric, a fim de fornecer uma visão abrangente e crítica do tópico. Os resultados revelam que os jovens se percebem com baixos índices de frequência de leitura e de tempo gasto com leitura. A leitura por prazer é pouco frequente e muitos adolescentes reservam a leitura apenas para fins utilitários ou escolares. Também foi observada uma diferença acentuada entre os gêneros, com as mulheres lendo mais do que os homens e demonstrando uma atitude mais positiva em relação à leitura. A conclusão é que é necessário observar práticas, plataformas e formatos que motivem os jovens a ler e incluí-los no ambiente escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[hábito de lectura]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[investigación sobre la lectura]]></kwd>
<kwd lng="es"><![CDATA[promoción de la lectura]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[reading habit]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[reading research]]></kwd>
<kwd lng="en"><![CDATA[reading promotion]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[hábitos de leitura]]></kwd>
<kwd lng="pt"><![CDATA[adolescência]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa sobre leitura]]></kwd>
<kwd lng="pt"><![CDATA[promoção da leitura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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