<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942018000300409</article-id>
<article-id pub-id-type="doi">10.5294/edu.2018.21.3.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of Repeated Interactive Read-aloud on the Speaking Skills of Preschool Students in Vulnerable Contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto da leitura repetida interativa nas habilidades verbais de estudantes pré-escolares em contextos vulneráveis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Pelusa Orellana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[María Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Kattia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>409</fpage>
<lpage>432</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942018000300409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942018000300409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942018000300409&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio describe la implementación de la lectura repetida interactiva, como actividad para incrementar el vocabulario y la conciencia semántica de preescolares chilenos de contextos vulnerables. Estudios en este país muestran que son escasas las instancias en que se promueve el vocabulario en sala de clases preescolares. En esta investigación participaron 47 estudiantes de prekínder divididos en grupos experimental y control. Maestras y asistentes del grupo experimental recibieron una capacitación en el uso de la lectura repetida interactiva, que incluyó definiciones conceptuales, demostraciones, acompañamiento, libros para la lectura y material de actividades. El grupo de control recibió la intervención, una vez finalizado el estudio. Se examinaron los resultados de los alumnos mediante análisis descriptivos y de varianza, con mejoras significativas en vocabulario receptivo, pero no en habilidades metasemánticas, como el uso de analogías, identificación de textos sin sentido y semejanzas y diferencias a favor del grupo experimental. El estudio también mostró que la combinación en conjunto de estrategias didácticas orales e icónicas favorece la adquisición de estas mejoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study describes the implementation of repeated interactive read-aloud, as an activity to increase the vocabulary and semantic awareness of Chilean preschool students in vulnerable contexts. This research involved 47 prekindergarten students, divided into the experimental and control groups. Teachers and assistants of the experimental group received training in the use of repeated interactive read-aloud, which included conceptual definitions, demonstrations, assistance, reading books and activity materials; the control group received only the reading books. The results of students were compared by means of descriptive and variance analyses. Significant improvements in receptive vocabulary were observed in the experimental group, but not in meta-semantic skills, such as the use of analogies, identification of meaningless texts, and similarities and differences. The study concluded that the whole combination of speaking and iconic teaching strategies benefits the acquisition of receptive vocabulary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo descreve a implementação da leitura repetida interativa como atividade para incrementar o vocabulário e a consciência semântica de estudantes pré-escolares chilenos em contextos vulneráveis. Nesta pesquisa participaram 47 estudantes da pré-escola, divididos nos grupos experimental e controle. Professoras e assistentes do grupo experimental receberam uma capacitação no uso da leitura repetida interativa, que incluiu definições conceituais, demonstrações, acompanhamento, livros para a leitura e material de atividades; o grupo de controle recebeu apenas os livros de leitura. Os resultados dos alunos foram comparados mediante análises descritivas e de variância. Foram observadas melhoras significativas no vocabulário receptivo a favor do grupo experimental; mas não em habilidades metasemânticas, como o uso de analogias, identificação de textos sem sentido e semelhanças e diferenças. O estudo concluiu que a combinação de estratégias didáticas orais e icônicas favorece a aquisição do vocabulário receptivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[lenguaje hablado]]></kwd>
<kwd lng="es"><![CDATA[vocabulario]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[comprehension]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[spoken language]]></kwd>
<kwd lng="en"><![CDATA[vocabularies]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[compreensão]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="pt"><![CDATA[linguagem falada]]></kwd>
<kwd lng="pt"><![CDATA[vocabulário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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