El objetivo de este trabajo fue caracterizar las definiciones y relaciones de los conceptos de mediación, animación y promoción de la lectura para contribuir a la acotación de sus campos de acción. Este estudio cualitativo implicó la recopilación de un corpus de 109 definiciones las que fueron sometidas a análisis de contenido en Nvivo 12. Los resultados evidenciaron que la mediación de la lectura corresponde a un proceso que propicia el encuentro entre lector y libro; la animación pretende animar y generar una actitud positiva frente a la lectura; y la promoción aboga por democratizarla. Los hallazgos de esta investigación podrían contribuir a la discusión académica y a la correcta utilización de estos conceptos por parte de docentes de Lengua y Literatura, pues se plantean lineamientos didácticos que permiten llevar a cabo de manera concreta las acciones vinculadas a mediación, animación y promoción de la lectura. Abstract The objective of this study was to characterize these terms and establish relationships between them, thereby determining their scope of application. For this qualitative study, a content analysis in NVivo 12, was conducted covering a corpus of 109 definitions. The results showed that mediation of reading refers to a process that helps the reader familiarize and build a relationship with the book; encouragement involves fostering a positive attitude towards reading; and promotion helps to stimulate the democratization of literacy and access to books. The findings of this research could contribute to the academic discussion and the correct use of these concepts by Language and Literature teachers, since didactic guidelines are proposed that allow carrying out in a concrete way the actions related to mediation, animation and promotion of the reading. Keywords: readers training; reading; mediators; reading habit; literature.

Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors’ conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions.