Estrategias de aprendizaje socioemocional para fomentar la lectura en estudiantes de educación básica

International evidence suggests that integrating socio-emotional learning (SEL) strategies into classroom practices enhances both motivation and reading comprehension. This quantitative, non-quasi-experimental, cross-sectional correlational study analyzed the relationship between the implementation of SEL strategies and reading outcomes in 486 elementary students (5th to 7th grade) from urban and semi-urban schools. A standardized reading comprehension test was administered, along with questionnaires on exposure to SEL strategies and reading motivation. Regression and mediation models were used to examine whether the effect of SEL strategies on comprehension is partly explained by motivation and reading engagement. The results indicate that greater use of SEL strategies, such as dialogic reading with emotional scaffolding, reflective reading journals, and literary dialogue circles, is significantly associated with higher comprehension scores (β = .27, p < .001), with partial mediation by motivation (indirect effect β = .09, 95% CI [.05, .14]). The didactic implications of systematically integrating socio-emotional practices into reading instruction in elementary education are discussed.