摘要：This paper focuses on an experiment with Silent Books with 27 Spanish kindergarten children. Through a qualitative ethnographic methodology based on a multimodal analysis, we study the response to the self-managed reading of Silent Books given by a class group and, specifically, by five students, both in the classroom and at home. The analysis of the results highlights a drastic increase in the motivation towards books and the activation of a series of cognitive precursors.
