Résumé de la recherche

Résumé:

Reading comprehension constitutes a foundational competence for meaningful learning, critical thinking, and active citizenship. In the current digital ecosystem, the act of reading has expanded beyond the printed page to encompass multimodal, hyperlinked, and interactive digital environments. This article synthesises contemporary theoretical frameworks and empirical evidence on reading comprehension, with a particular focus on the cognitive processes, digital literacies, and emerging technologies that shape comprehension in the digital age. Drawing on the active model of reading proposed by Duke and Cartwright (2021) and the construction‑integration model of Kintsch (1998), the paper examines the interplay between automatic word recognition, vocabulary, inference generation, and executive functions. It further explores the distinctive demands of digital reading, including navigation, information integration, and critical evaluation of sources, alongside the potential of artificial intelligence and eye‑tracking technologies to enhance instructional practice. The article concludes with evidence‑based recommendations for educators, researchers, and policymakers to foster deep, critical, and equitable reading comprehension in an increasingly digital world.