Creating comprehension contexts The Role the students obtain in the reading instances in the classroom
Guardado en:
| Autores: | , , , |
|---|---|
| 格式: | artículo original |
| 状态: | Versión publicada |
| Fecha de Publicación: | 2018 |
| 实物特征: | The events and the participation structures of nine primary school Chilean teachers from 3rd, 5th, and 7th grade from Sciences, History and Spanish were listed in collective reading instances. The system used was the one provided by Sánchez et al (2008) where the frequency of the planning and interpretation/evaluation episodes and the participation structure on it were analyzed. The results show a low percentage of planning episodes with a high domain of the teacher’s discourse. Likewise, it shows a higher rate of interpretation/evaluation with a lacking in students’ involvement either in the level or in the subject. These results allow us to explain the context in which the collective reading is created and how it determines the role of the learner as a reader in training. |
| País: | Portal de Revistas UCR |
| 机构: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 语言: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/23432 |
| 在线阅读: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/23432 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogical practices Reader in training participation autonomy transference of control Prácticas pedagógicas formación de lectores participación autonomía transferencia de control |