Incidencia de la realidad aumentada en el desarrollo de competencias lectoras

A review of intervention works focused on the use of Augmented Reality (AR) in reading and reading comprehension processes is presented, from which the following categories emerged: 1) Promotion of reading through interactive books with AR, 2) AR and reading comprehension, 3) AR in reading comprehension of English and Spanish as a foreign language and 4) AR and reading for inclusive education. A qualitative methodology was used with the documentary review method with the following stages: 1) delimitation and search in scientific databases, 2) review, selection and classification of research papers since 2008, 3) initial outline, 4) writing of contents, 5) a draft and 6) final report. Reading with AR was evidenced as a new mixed reading format that affects, due to the fact that the exchange with additional virtual information, presented in virtual environments, makes the reading process more motivating, attractive, interesting, playful and immersive with follow-up and immediate feedback, compared to traditional methods. It is also attributed to a change in the role of the teacher and incidence in memorization, concentration, problem solving, participation and self-learning at the pace of each student, aspects that influence reading comprehension. Reading with the support of mobile devices can distract the reader, as there are more tasks involved in the process, so this type of reading will advance from being a less instrumental process for the user.