Comparative Children’s Reading Responses to Narrative and non-Narrative Nonfiction Books ; Respuestas lectoras infantiles comparadas ante libros de no ficción narrativos y no narrativos ; Respostas comparativas de leitura de crianças a livros de não ficção narrativos e não narrativos

Non-fiction books have experienced a rise in the last decades. The growing development of its theoretical framework runs parallel to the advance of picture books and illustrated book, with a strong predominance of the visual component. Moreover, in recent years, a significant corpus of narrative non-fiction books has gained singular relevance, which is included within the fiction framework and has a hybrid character that is difficult to define from a semiotic perspective. However, there is still a bibliographic gap concerning children’s experiences of reading non-fiction books, both in the classroom and in the family environment; even more so, if possible, regarding the differentiation between narrative non-fiction and non-narrative non-fiction readings, which could allow for a more precise delimitation of these concepts. Using qualitative research methods, we carried out an analysis of the reading responses of 34 children between 8 and 9 years of age in a Spanish school to a selection of non-fiction non-narrative and non-fiction narrative books, considering their reading attitudes and strategies. ; El libro de no ficción ha experimentado un auge en las últimas décadas. El creciente desarrollo de su marco teórico de análisis trasluce la situación editorial en la que se inserta, que camina paralela al desarrollo del libro álbum y el libro ilustrado, con un fuerte predominio del componente visual. Además, en los últimos años ha cobrado especial relevancia la emergencia de un corpus importante de libros de no ficción narrativa, que se encuadra en una ficción marco y posee un carácter híbrido que resulta difícil de definir, desde una perspectiva semiótica. Sin embargo, todavía existe un vacío bibliográfico que atañe a las experiencias de lectura de libros de no ficción por parte de los niños, tanto en el aula como en el ámbito familiar; mayor, si cabe, en lo que concierne a la diferenciación entre lecturas de no ficción narrativa y de no ficción no narrativa, que permitieran una delimitación más precisa de estos ...