THE USE OF THE ALBUM BOOK FOR THE TRAINING OF CRITICAL READERS: A BIBLIOGRAPHIC REVIEW

Abstract

This literature review analyzes twenty-two studies published in the last decade on the use of picture books in the training of critical readers. The methodology was based on a systematic search process in academic databases such as Dialnet, Scielo, Redalyc, and Google Scholar, applying inclusion criteria related to thematic relevance, the recency of the publications, and the availability of full text. The selected documents were evaluated using the EACSH Scale, which allowed for the assessment of aspects such as the cover, introduction, methodology, results, discussion, and references. The analysis was organized into six thematic areas: theoretical foundations of the picture book, experiences in early childhood and primary education, innovations and specific contexts, reading comprehension and inferences, critical reading in sociocultural contexts, and socio-emotional and cognitive contributions. The findings show that picture books are a multimodal resource with great educational potential, capable of combining text and images to promote inferential interpretation, critical reflection, and the construction of complex meanings. Innovative experiences in rural, digital, and community settings were also identified, demonstrating the resource's adaptability to different educational contexts. However, methodological limitations persist, such as the use of small samples, the absence of validation protocols, and the tendency to favor descriptive approaches, which limits the generalizability of the results. In conclusion, the picture book is consolidated as an effective pedagogical tool for promoting critical reading, provided that there is a clear teaching intention and that research is strengthened with designs that allow for the applicability of its contributions  to be expanded.