Este artículo reporta dos estudios que evalúan la efectividad de estrategias de enseñanza de palabras nuevas durante la lectura compartida a preescolares. El estudio 1 evalúa la efectividad de la instrucción explícita de palabras nuevas en su aprendizaje, comparando el efecto de lectura compartida con y sin definición. El estudio 2 buscó evaluar si definiciones más complejas y el trabajo adicional con las palabras desconocidas puede aumentar el aprendizaje y revertir el efecto diferencial en niños de alto y bajo vocabulario. Participaron niños de entre 3 y 5 años (112 y 62) que asisten a jardines infantiles públicos en Santiago. Los resultados sugieren que: (1) la elaboración de palabras afecta positivamente el aprendizaje pero no elimina la brecha en el aprendizaje de niños de alto y bajo vocabulario; (2) las definiciones simples son más efectivas y trabajar las palabras con el cuento es igualmente efectivo que trabajarlas con otros materiales.
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