Lectura compartida y estrategias de comprensión lectora en educación infantil

  1. Teresa Llamazares Prieto 1
  2. María Dolores Alonso-Cortés Fradejas 1
  1. 1 Universidad de León

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista Iberoamericana de Educación

ISSN: 1681-5653

Year of publication: 2016

Volume: 71

Issue: 1

Pages: 151-171

Type: Article

DOI: 10.35362/RIE7109 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Iberoamericana de Educación


Cited by

  • Dialnet Metrics Cited by: 6 (21-09-2023)
  • Dimensions Cited by: 4 (01-03-2023)

Índice Dialnet de Revistas

  • Year 2016
  • Journal Impact: 0.180
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 97/233


  • Social Sciences: B


(Data updated as of 01-03-2023)
  • Total citations: 4
  • Recent citations: 3
  • Field Citation Ratio (FCR): 1.81


Today, the storytelling is a common practice in kindergarten classrooms. Almost daily, the children sit in the area for the classroom library and enjoy listening to stories which are read aloud by their teachers. Clearly, this activity helps learners develop a love for reading and to familiarize themselves with the written language. However, we wonder if it usually well exploited so that children can learn to be active and strategic readers. Since we firmly believe that more profit can be taken of this pleasant routine, in this paper we try to show how storytelling can become an opportunity to teach reading strategies and, therefore, to develop, from an early age, reading comprehension skills. For this purpose, after defining a conceptual framework, a didactic sequence for shared reading with big book is proposed and it is as well illustrated with examples of and implementation held in a classroom with children aged 4 and 5 years.

Bibliographic References

  • Almodóvar, A. R. (1986). Cuentos de la media lunita. Sevilla: Algaida Editores.
  • Ankrum, J. W., Genest, M. T. y Belcastro, E. G. (2014). The Power of Verbal Scaffolding: “Showing” Beginning Readers How to Use Reading Strategies. Early Childhood Education Journal, 42(1), 39-47.
  • Arias, N. (2014). La lectura conjunta y la interacción entre adultos y niños de 3-5 años. Revisión de antecedentes. Panorama, 8(14), 33-46.
  • Baumann, J. F., Seifert-Kessell, N. y Jones, L. A. (1992). Effect of Think-Aloud Instruction on Elementary Students’ Comprehension Monitoring Abilities. Journal of Literacy Research, 24(2), 143-172.
  • Beltrán, J. (1996). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis.
  • Birgisdóttir, F., Gestsdóttir, S. y Thorsdóttir, F. (2015). The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children. Early Education and Development, 1-22.
  • Bruner, J. (1983). Child’s Talk: Learning to use Language. New York: Norton.
  • Bruner, J. (1995). Actos de significado. Más allá de la revolución cognitiva. Madrid: Alianza.
  • Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development. Handbook of Early Literacy Research, 1, 179-191.
  • Callaghan, G. y Madelaine, A. (2012). Levelling the Playing Field for kindergarten Entry: Research Implications for Preschool Early Literacy instruction. Australasian Journal of Early Childhood, 37(1), 13-23.
  • Colomer, T. y Camps, A. (1996). Enseñar a leer, enseñar a comprender. Madrid: Celeste/MEC.
  • Dickinson. D. y Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.
  • Doyle, B. G. y Bramwell, W. (2006). Promoting Emergent Literacy and Social- Emotional Learning Through Dialogic Reading. The Reading Teacher, 59(6), 554-564.
  • Duke, N. K. y Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. What Research Has to Say about Reading Instruction, 205-242.
  • Goikoetxea, E. y Martínez, N. (2015). Los beneficios de la lectura compartida de libros: breve revisión. Educación XXI. Revista de la Facultad de Educación, 18(1), 303-324.
  • Gough, P. B. y Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6-10.
  • Hargrave, A. C. y Sénechal, M. (2006). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90.
  • Hindman, A., Skibbe, L. y Foster, T. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading y Writing, 27(2), 287-313.
  • Joseph, L. M., Alber-Morgan, S., Cullen, J. y Rouse, C. (2015). The effects of self-questioning on reading comprehension: A literature review. Reading y Writing Quarterly, 1-22.
  • Justice, L. M. y Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8-13.
  • Karmiloff, K. y Karmiloff-Smith, A. (2005). Hacia el lenguaje: del feto al adolescente. Madrid: Morata.
  • Klesius, J. P. y Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 552-560.
  • Kostons, D. y Van der Werf, G. (2015). The effects of activating prior topic and metacognitive knowledge on text comprehension scores. British Journal of Educational Psychology, pp.264-275
  • Kucan, L. y Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271-299.
  • Lever, R. y Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1-24.
  • Llamazares, M. T., Ríos, I. y Buisán, C. (2013). Aprender a comprender: actividades y estrategias de comprensión lectora en las aulas. Revista Española de Pedagogía, 71(255), 309-326.
  • Lonigan, C. J. y Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290.
  • Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M. y Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
  • McNamara, D., Kintsch, E., Songer, N. B. y Kintsch, W. (1996). Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge and Levels of Understanding in Learning From Text. Cognition and Instruction, 14(1), 1-43.
  • McNamara, D. S., Ozuru, Y. y Floyd, R. G. (2011). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. International Electronic Journal of Elementary Education, 4(1), 229-257
  • McNeill. J. H. y Fowler, S. A. (1999). Let’s talk: Encouraging mother-child conversations during story reading. Journal of Early Intervention, 22, 51-69.
  • Mol, S. E., Bus, A. G. y De Jong, M. T. (2009). Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language. Review of Educational Research, 79(2), 979-1007.
  • Monereo, C., Pozo, J. I. y Castelló, M. (2001). La enseñanza de estrategias de aprendizaje en el contexto escolar. En C. Coll, J. Palacios y A. Marchesi (comps.), Desarrollo Psicológico y Educación, 2, 235-258.
  • Morrow, L. M., O’Connor, E. M. y Smith, J. K. (1990). Effects of a story reading program on the literacy development of at-risk kindergarten children. Journal of Literacy Research, 22(3), 255-275.
  • Oakhill, J. y Cain, K. (2012). The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121.
  • Payne, A. C., Whitehurst, G. J. y Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low- income families. Early Childhood Research Quarterly, 9, 427-440.
  • Pearson, H. (1983). Improving inferential comprehension. Journal of Educational Psychology, 75(6), 821-858.
  • Pentimonti, J. M. y Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37(4), 241-248.
  • Purcell-Gates, V., Degener, S., Jacobson, E. y Soler, M. (2001). Impact of authentic adult literacy instruction on adult literacy practices. Reading Research Quaterly, 37, 70-92.
  • Ripoll, J. C. y Aguado, G. (2014). La mejora de la comprensión lectora en español: un metaanálisis. Revista de Psicodidáctica, 19(1), 27-44.
  • Samuelstuen, M. S. y Bråten, I. (2005). Decoding, knowledge and strategies in comprehension of expository text. Scandinavian Journal of Psychology, 46(2), 107-117.
  • Sénéchal, M. y Cornell. E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-375.
  • Sénéchal, M., Thomas, E. H. y Monker. J. A. (1995). Individual differences in 4-year-old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
  • Silven, M. y Vauras, M. (1992). Improving reading through thinking aloud. Learning and Instruction, 2(2), 69-88.
  • Stevenson. J. y Fredman, G. (1990). The social environmental correlates of reading ability. Journal of Child Psychology and Psychiatry, 5, 681-698.
  • Sulzby, E. y Teale, W. (1991). Emergent literacy. En R. Barr, M. Kamil, P. Mosenthal y P. D. Pearson (eds.), Handbook of reading research, vol. 2., pp. 727-758. Nueva York: Longman.
  • Teale, W. y Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
  • Van den Broek, P., Kendeou, P., Kremer, K., Lynch, J. S., Butler, J., White, M. J. y Lorch, E. P. (2005). Assessment of Comprehension Abilities in Young Children. Children’s Reading Comprehension and Assessmnet, 107-130.
  • Van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions. Psychology in the Schools, 45(7), 627-643.
  • Vivas, E. (1996). Effects of story reading on language. Language Learning, 46, 189-216.
  • Wells, G. (1985). Language development in the preschool years. Nueva York: Cambridge University Press.
  • Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C. y Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552.
  • Zevenbergen, A. y Whitehurst, G. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. En A. van Kleeck, S. A. Stahl y E. Bauer (eds.), On reading to children: Parents and teachers (pp. 177-200). Mahwah, NJ: Lawrence Erlbaum.
  • Zevenbergen, A. y Wilson, G. (1996). Effects of an interactive reading program on the narrative skills of children in Head Start. En Head Start’s Third National Research Conference. Washington, DC.
  • Zucker, T. A., Justice, L. M., Piasta, S. B. y Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65-83.