Libros digitales, mediación adulta, lenguaje y alfabetización emergente. Una revisión de la literatura
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Resumen
La pregunta por la influencia de los libros digitales en la mediación del adulto y el lenguaje y la alfabetización emergente se ha sumado al debate acerca del rol de la lectura compartida de libros impresos. No obstante, aún falta una evaluación sistemática sobre los enriquecimientos disponibles en los libros digitales, las condiciones de estudio de los participantes y los métodos de instrucción de las intervenciones basadas en estos. Esta revisión analizó estudios de la última década sobre libros digitales, habilidades lingüísticas y mediación adulta, considerando estos factores. Se revisaron 32 artículos en WOS y Scopus. Los resultados indicaron un uso generalizado de enriquecimientos que apoyan el conocimiento de lo impreso; investigaciones enfocadas en las interacciones promovidas por el adulto lector y en la evaluación del vocabulario y la comprensión del niño. Además, se observó una ligera superioridad de los libros digitales sobre los libros impresos y de los libros digitales enriquecidos sobre los básicos para las habilidades léxico-semánticas de los niños y la dimensión interactiva del input adulto. La entrega de libros y las instrucciones de uso fueron los procedimientos de instrucción más comunes. Estos hallazgos revelan cómo se ha intentado apoyar la mediación adulta y al niño a través de los libros digitales. Las implicaciones son relevantes para familias, educadores, investigadores y desarrolladores de software interesados en fomentar la mediación adulta y las habilidades lingüísticas a través de los libros digitales.
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