<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802018000100071</article-id>
<article-id pub-id-type="doi">10.32870/ap.v10n1.1114</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis del contenido de apps y videojuegos: implicaciones en procesos cognitivos en la lectura inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Content analysis of apps and video games: Implications in cognitive processes in initial reading]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Porta]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diez-Martínez Day]]></surname>
<given-names><![CDATA[Evelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802018000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802018000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802018000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio reporta el análisis de los contenidos de veinte aplicaciones y videojuegos a fin de determinar si estos pueden favorecer el desarrollo de procesos cognitivos involucrados en la lectura inicial en español. El análisis pretende aportar, al ámbito educativo y clínico, información específica sobre el tipo de tareas incluidas en sus contenidos para coadyuvar al proceso de alfabetización en español. Los instrumentos de recolección de datos fueron la observación directa, el análisis de contenido en función de las tareas realizadas en los juegos y aplicaciones, así como la clasificación de estas tareas con base en la literatura en torno al tema. La observación estructurada determinó que la mayoría de las aplicaciones promueven aprendizajes para la lectura en diferentes niveles y solo cuatro de ellas contribuyen a la escritura; entre estas últimas, un videojuego de realidad virtual (Minecraft) favorece la lectura y la escritura durante la actividad en el juego. Los resultados muestran la pertinencia de efectuar análisis de las tareas implicadas en los videojuegos y aplicaciones con el propósito de determinar si pueden ser empleados como herramientas mediadoras de procesos cognitivos específicos en los ámbitos educativos formales, no formales y clínicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study reports on the analysis of the contents of 20 apps and video games, to determine if these can favor the development of cognitive processes involved in initial reading in Spanish. The analysis aims to provide, to the clinical and educational studies, specific information on the type of tasks covered in their contents, to assist in the process of literacy in Spanish. The instruments used for data collection were, direct observation, analysis of content based on the tasks performed in the games and applications, and the classification of these tasks based on the literature on the topic. Structured observation determined that most applications promote reading learning in different levels, and only 4 of them favor writing; among the latter, a game of virtual reality (Minecraft), promotes reading and writing during the activity in the game. The results show the relevance of the analysis of the tasks involved in video games and applications, to determine if they can be used as tools mediators of specific cognitive processes within the formal, non-formal educational environments, and clinical educational environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Procesos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[lectura inicial]]></kwd>
<kwd lng="es"><![CDATA[videojuegos]]></kwd>
<kwd lng="es"><![CDATA[aplicación móvil]]></kwd>
<kwd lng="en"><![CDATA[Cognitive processes]]></kwd>
<kwd lng="en"><![CDATA[initial reading]]></kwd>
<kwd lng="en"><![CDATA[video games]]></kwd>
<kwd lng="en"><![CDATA[mobile app]]></kwd>
</kwd-group>
</article-meta>
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