<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200006</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.744</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entre la letra y los niños: mediación del desarrollo para la literacidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Between letters and children: mediating literacy development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez López]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés Dávila]]></surname>
<given-names><![CDATA[Ma. Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Centeno Partida]]></surname>
<given-names><![CDATA[Ma. de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Occidente Departamento de Psicología, Educación y Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Occidente Departamento de Psicología, Educación y Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Occidente Departamento de Psicología, Educación y Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza las intervenciones mediacionales utilizadas en el desarrollo de la lectoescritura inicial en un grupo de ocho niños que presentan dificultades para su adquisición; pertenecen a familias de bajos recursos económicos y habitan en colonias del sur de la Zona Metropolitana de Guadalajara. El método utilizado fue un estudio cualitativo de caso. El objeto de análisis fueron las sesiones de clase realizadas durante el primer semestre de 2019 en un centro de atención comunitaria. Para el análisis y la interpretación se utilizó el marco teórico del constructivismo sociocultural. Los datos recabados permitieron identificar 12 acciones mediacionales agrupadas en tres grandes categorías: el sentido de la actividad, la enseñanza directa y el desarrollo de procesos reflexivos. Se concluye que las acciones mediacionales ayudaron al aprendizaje de los estudiantes, pero hizo falta un mayor seguimiento individual de cada uno para lograr mejores resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the mediating interventions used in the development of early literacy with a group of nine children who present difficulties in its acquisition. They belong to low-income families that live in the south of the Guadalajara Metropolitan Area. The study was a qualitative case analysis of the work sessions held in a community care center during the first semester of 2019. For the analysis and interpretation, the sociocultural constructivism theoretical framework was used. The data collected allowed us to identify twelve mediational actions grouped into three broad categories: the meaning of the activity, direct teaching and the development of reflexive processes. We concluded that mediation processes helped children to learn, but more individual monitoring of each child&#8217;s learning is required to achieve better results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectoescritura]]></kwd>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[acciones mediacionales]]></kwd>
<kwd lng="es"><![CDATA[dislexia]]></kwd>
<kwd lng="en"><![CDATA[reading and writing]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[mediational action]]></kwd>
<kwd lng="en"><![CDATA[dyslexia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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