Meaningful learning as the basis to develop reading comprehension in Junior High School (Review)

Abstract

Meaningful learning constitutes a theoretical and pedagogical approach that explains how students construct new knowledge by integrating it with their prior experiences, thereby generating understanding, coherence, and transferability. This article aims to analyze the foundations of meaningful learning and its relationship with the development of reading comprehension in Junior High School, based on an updated theoretical review that incorporates recent contributions from cognitive science and reading pedagogy. The research followed a qualitative, documentary, and descriptive-analytical design through a comprehensive review of scientific literature published between 2020 and 2025 in high-impact academic databases. The findings reveal a close connection between Ausubel’s principles of conceptual anchoring, teacher mediation, and metacognitive strategies applied in reading instruction. Three key dimensions were identified: activation of prior knowledge, meaningful teacher mediation, and metacognition as a regulatory process of reading learning. Moreover, strategies such as concept mapping, project-based learning, and explicit instruction were found to enhance deep comprehension and intrinsic motivation. In conclusion, meaningful learning provides a solid theoretical and methodological framework to strengthen reading comprehension in Junior High School by promoting student-centered, contextualized, and reflective teaching. Its implementation contributes to the development of autonomous, critical readers capable of transferring knowledge to new learning situations.