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

 

Tallennettuna:
Bibliografiset tiedot
Tekijät: Bustos-Ibarra, Andrea Verónica, Montenegro-Villalobos, Cintia Susana, Sandoval-Santana, Wilma Lorena, Melo-Letelier, Giselle Francis
Aineistotyyppi: artículo original
Tila:Versión publicada
Julkaisupäivä:2018
Kuvaus: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.
Maa:Portal de Revistas UCR
Organisaatio:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Kieli:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/23432
Linkit:https://revistas.ucr.ac.cr/index.php/educacion/article/view/23432
Sanahaku:Pedagogical practices
Reader in training
participation
autonomy
transference of control
Prácticas pedagógicas
formación de lectores
participación
autonomía
transferencia de control