<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662020000300749</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Vocabulario receptivo en niños de preescolar: Lectura de cuentos y niveles económicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Receptive Vocabulary in Preschool Children: Story Reading and Income Levels]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cáceres Zúñiga]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pomés Correa]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Granada Azcárraga]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación Departamento de Diversidad e Inclusividad Educativa]]></institution>
<addr-line><![CDATA[Talca Maule]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>749</fpage>
<lpage>770</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000300749&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000300749&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000300749&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación analiza el desarrollo de vocabulario que presentan niños y niñas de preescolar y su relación con el nivel económico de las familias y la lectura de cuentos en el hogar. Es un estudio cuantitativo no experimental en el que se evaluó el vocabulario receptivo de 142 preescolares de escuelas municipales de la comuna de Talca, Chile y se analizó información sobre el nivel económico de sus familias y la lectura de cuentos en el hogar. El desempeño en vocabulario indica que 50.7% de los niños se encuentra entre las categorías retraso leve y retraso grave y no presentaron diferencias significativas por niveles económicos. Al analizar las variables en forma independiente, tampoco se observaron diferencias significativas ni en la interacción de la lectura de cuentos ni en el nivel económico de las familias con el desempeño en vocabulario. Finalmente, se discuten los resultados en función del desafío para el sistema escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study analyzes the development of vocabulary among preschool children and its relationship with the family's income level and story reading at home. As a non-experimental quantitative study, it evaluates the receptive vocabulary of 142 preschool children in municipal schools in the commune of Talca, Chile by analyzing information on family income level and story reading at home. Performance in vocabulary indicates that 50.7% of the children show slight and serious lags, without significant differences by income level. On analyzing the variables independently, no significant differences were found in the interaction of story reading or in the family's income level, with regard to vocabulary. The results are discussed as a function of the challenge for the school system.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[vocabulario]]></kwd>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[literatura infantil]]></kwd>
<kwd lng="en"><![CDATA[vocabulary]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[children's literature]]></kwd>
</kwd-group>
</article-meta>
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