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.
|Número de artículo
|Publicada - 2019