The Impact of Reading Policies and Curricular Guidelines on Basic Education
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Abstract
Contemporary society has implemented public policies to teach citizens to read and foster their reading competences. In this sense, it is important to recognize the relevance and the scope of reading at the different stages of education. The objective of the systematic review conducted in this article is to describe the impact of educational policies and curricular guidelines for basic education on reading processes. To this end, the Prisma methodology was applied to collect and analyze 41 research articles registered in Scopus and Web of Science (WoS) from 2014 to 2024. The results highlight six aspects that—according to educational policy and curricular guidelines—have a significant impact on reading processes: An ineffectiveness of curricular formulations, the teachers’ beliefs, the use of translingualism in classrooms, the shortcomings in the teachers’ mastery of instruction language, the disconnection between educational commitments and social contexts, and, finally, a lack of strategies to promote critical reading. The conclusions include that the implementation of educational policies for reading faces serious challenges due to their decontextualization, the determining role of teachers’ beliefs, and the incoherence of curricular guidelines.
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