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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2023
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| Online Access: | https://doi.org/10.17227/rce.num89-17426 |
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Table of Contents:
- <p>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 chil-dren’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 preci-se 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 Spa-nish school to a selection of non-fiction non-narrative and non-fiction narrative books, considering their reading attitudes and strategies.</p>