In elementary room, how do you read to learn?

Andrea V. Bustos-Ibarra, Cintia S. Montenegro, Marcela V. Jarpa-Azagra, Karol P. Calfualcatalán, Alejandra Tapia-Ibacache

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Qualitative study of oral exchanges in interpretation episodes of 49 joint readings in third-, fifth-, and seventh-grade Chilean classes, using the public content analysis system of the teaching practice by Sanchez, et al. (2008). The results show undifferentiated extraction of non-hierarchical ideas by teachers and low responsibility of the students in the elaboration of comprehension. The cognitive processes and the notion of being a reader are put into practice and discussed.

Original languageEnglish
Article number25
Issue number41
StatePublished - 2019


  • Reader training
  • Reading comprehension
  • Teacher-student interaction


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