Lectura compartida en educación básica y su relación con la comprensión lectora

Shared reading in primary education is recognized as a powerful practice for activating prior knowledge, fostering the construction of inferences, and promoting metacognitive strategies that influence reading comprehension. This article presents a narrative review of empirical evidence in Spanish published between 2010 and 2025 in open-access databases and portals (SciELO, Redalyc, Dialnet, Ocnos, INEE), with an emphasis on primary-education classrooms and the early grades. It analyzes studies on dialogic reading, teacher read-alouds, and shared-reading instructional sequences, as well as national reports derived from PIRLS 2021. The findings indicate consistent associations between the systematic implementation of shared reading and improvements in literal and inferential comprehension, vocabulary expansion, and strengthened self-regulation in reading; in addition, the review describes instructional conditions for effectiveness: frequency, explicit verbal scaffolding, higher-order questioning, careful text selection, and active student participation. Implications are discussed for the design of classroom micro-practices and for literacy policies in primary education. The article concludes with guidance on integrating shared reading into a curriculum architecture for comprehension.