000165821 001__ 165821
000165821 005__ 20260114135813.0
000165821 0247_ $$2doi$$a10.1002/rrq.70081
000165821 0248_ $$2sideral$$a147413
000165821 037__ $$aART-2025-147413
000165821 041__ $$aeng
000165821 100__ $$0(orcid)0000-0001-6162-6603$$aMuela-Bermejo, Diana$$uUniversidad de Zaragoza
000165821 245__ $$aNonfiction Picturebook Reading in Early and ElementaryEducation: A PRISMA-P Systematic Review
000165821 260__ $$c2025
000165821 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165821 5203_ $$aThis systematic review, conducted under the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P), provides the first comprehensive synthesis of empirical research on nonfiction picturebook reading in early childhood and primary education between 2000 and 2024. Drawing on 34 peer-reviewed studies, it traces the evolution of a genre that has gained increasing curricular and editorial prominence but remains underexplored in educational practice. The review highlights the transformative potential of nonfiction picturebooks as multimodal, aesthetic, and affective texts that foster reading comprehension, visual and informational literacy, and the development of active, critical, and socially engaged readers. Methodologically, the review followed the PRISMA-P protocol for qualitative and mixed-methods research, guided by the Sample, Phenomenon of Interest, Design, Evaluation, and Research Type (SPIDER) framework. Studies were identified through a multi-database search strategy—using the Web of Science (WOS), Education Resources Information Center (ERIC), ProQuest, and Dialnet—and selected according to explicit inclusion and exclusion criteria. Data extraction and analysis were carried out using Microsoft Excel and NVivo through a two-phase coding process that combined quantitative and qualitative synthesis. Findings reveal a predominance of qualitative designs, dialogic and adult-mediated reading strategies, and interventions conducted primarily in formal educational settings, with a strong concentration in the United States. Despite consistent evidence supporting the pedagogical value of nonfiction picturebooks, substantial gaps persist—particularly regarding autonomous reading, emotional and aesthetic responses, and research in non-Anglophone or informal contexts such as families and libraries. By identifying the theoretical assumptions, reading strategies, and outcomes of existing research, this review positions the nonfiction picturebook not merely as an instructional tool but as a multimodal and affective medium for reimagining literacy education, nurturing curiosity, creativity, and agency in young readers across diverse educational landscapes.
000165821 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
000165821 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000165821 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165821 700__ $$0(orcid)0000-0002-2332-5807$$aTabernero-Sala, Rosa$$uUniversidad de Zaragoza
000165821 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000165821 773__ $$g61, 1 (2025), e70081 [25 pp.]$$pRead. res. q.$$tREADING RESEARCH QUARTERLY$$x0034-0553
000165821 8564_ $$s2495244$$uhttps://zaguan.unizar.es/record/165821/files/texto_completo.pdf$$yVersión publicada
000165821 8564_ $$s2552587$$uhttps://zaguan.unizar.es/record/165821/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000165821 951__ $$a2026-01-14-12:46:30
000165821 980__ $$aARTICLE