Creating comprehension contexts The Role the students obtain in the reading instances in the classroom

 

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Autors: Bustos-Ibarra, Andrea Verónica, Montenegro-Villalobos, Cintia Susana, Sandoval-Santana, Wilma Lorena, Melo-Letelier, Giselle Francis
Format: artículo original
Estat:Versión publicada
Data de publicació:2018
Descripció: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.
Pais:Portal de Revistas UCR
Institution:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Idioma:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/23432
Accés en línia:https://revistas.ucr.ac.cr/index.php/educacion/article/view/23432
Paraula clau:Pedagogical practices
Reader in training
participation
autonomy
transference of control
Prácticas pedagógicas
formación de lectores
participación
autonomía
transferencia de control