Resumen

ROA-CASAS, CATALINA  y  HEDERICH-MARTINEZ, CHRISTIAN. Reading aloud effects. Systematic review. Zona prox. [online]. 2024, n.41, pp.3-37.  Epub 04-Jul-2024. ISSN 2145-9444.  https://doi.org/10.14482/zp.41.514.748.

The article is a narrative review of articles on reading aloud included in Scopus. The purpose is doing a balance of results of research regarding reading aloud's effects on education and other areas. This review shows how reading aloud affects wellbeing and personal and social development.104 articles were selected from different areas, in thess articles, reading aloud is either the main strategy or it is associated with others. Quantitative analysis of years of publication, journals, institutions, most recurrent thematic, and collaboration between authors are reported. The types of text being read, the topic of the reading, the age and school levels, and the particularities of population are described. In qualitative results, a typology of effects of reading aloud in six groups is presented, in order of frequency: communicative, cognitive, socio-emotional, reading behavior, academic performance, and others. Finally, three article groups were defined, inductively: educational studies, therapeutic studies, and memory studies. Educational studies focus, especially, on family, to strengthen ties and to prepare for school life. In therapeutic studies, the most frequent population is the elderly; research results show that reading aloud allows the recovery of executive functions and basic processes of attention and memory. Specifically, memory studies show better recovery rates by reading aloud, compared to other reading strategies. Results shows the academic production on reading aloud is diverse and growing.

Palabras clave : Reading aloud; memory; language development; production effect.

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