Abstract This study focuses on reading comprehension instruction by analysing classroom activities and interactions. Mixed methods of a qualitative nature were used to analyse 38 basic education ...classes that were recorded as part of the Chilean national teacher evaluation for the years 2009 and 2013, and where the lesson focus was specifically text comprehension. These classes were categorised according to the stages of reading (pre-reading, while-reading and post-reading), and interaction cycles between the teacher and students as a function of reading. The results indicate that there are recurring activities that may constitute patterns in both the 2009 and 2013 classes, which, despite promoting dialogue initially, are teacher-led by means of a monologic discourse, with small changes in interpretation in the samples corresponding to the year 2013.
Resumo Este estudo tem como foco o ensino da compreensão leitora a partir da análise das atividades e interações em aula. Foi utilizado um modelo qualitativo misto que permitiu a análise de 38 turmas da educação básica, registradas como parte da avaliação nacional de professores chilenos de 2009 e 2013, cujo tema era a compreensão de um determinado texto; Passamos a classificá-los de acordo com os momentos de leitura (antes, durante e depois), os ciclos de interação professor-alunos em função da leitura. Os resultados mostram que há atividades recorrentes que podem constituir padrões, tanto nas aulas de 2009 quanto em 2013, que mesmo quando essas atividades promovem o diálogo no início, são conduzidas pelo professor por meio de um discurso monologal, identificando pequenas mudanças no interpretação nas amostras correspondentes ao ano de 2013.
Resumen Este estudio se centra en la enseñanza de la comprensión lectora a partir del análisis de actividades e interacciones en clases. Se utilizó un modelo mixto de carácter cualitativo que permitió el análisis de 38 clases de educación básica, grabadas como parte de la evaluación docente nacional chilena del año 2009 y 2013 cuyo tema era la comprensión de un texto en particular; se procedió a tipificarlas según momentos de lectura (antes, durante y después), los ciclos de interacción entre profesor-alumnos en función de la lectura. Los resultados evidencian que hay actividades recurrentes que pueden constituir patrones, tanto en clases del 2009 como en 2013, que aun cuando dichas actividades propician el diálogo en un inicio, son protagonizadas por el docente a través de un discurso monologal, identificándose pequeños cambios en la interpretación en las muestras correspondientes al año 2013.
EVERY TEACHER IS A READING TEACHER. THE STRATEGIC READER PARADIGM
This article presents a reflection about academic literacy as a tool for learning in the content areas, in order to
help students ...become independent readers and writers. Thus, we propose the Strategic Reader Paradigm with
the purpose of answering the queries: Which strategies are needed in order to learn content? How would the
students know when to use them? What type of instruction is necessary?. Also, in this article we offer some
orientations for putting into practice the paradigm proposed
TOUT ENSEGNANT EST UN MAITRE DE LECTURE: LE PARADIGME DU LECTEUR STRATÉGIQUE
Cet article presenté une reflexión sur l alphabétisation académique en tant qu outil por apprendre des contenus
des aires spécifiques du savoir, et faire en sorte que les étudiants deviennent des lecteurs et des écrivans
indépendants. C est dans de sens que nous proposons le Paradigme du Lecteur Stratégique pour essayer de
repondré aux questions suivants: De quelles stratégies a-t-on besoin por apprendre un contenu? Comment les
étudiants sauront-ils quand les utiliser? Quel genre d instruction faut-il? Nous offrons aussi dans article
quelques orientations en vue de la mise en practique du paradigme mentionné
Este artículo presenta una reflexión en torno a la alfabetización académica como herramienta para aprender
contenidos de áreas específicas del conocimiento, y así lograr que los estudiantes se desempeñen como
lectores y escritores independientes. En este sentido, proponemos el Paradigma del Lector Estratégico en un
intento de responder las interrogantes: ¿cuáles estrategias se necesitan para aprender un contenido? ¿cómo
sabrán los estudiantes cuando utilizarlas? ¿qué tipo de instrucción es necesaria? Asimismo, en este artículo
ofrecemos algunas orientaciones para la puesta en práctica del paradigma propuesto
The purpose of this study was to test the effectiveness of different types of instruction and texts on high schools students' learning of (a) history content and (b) a set of heuristics that ...historians use to think critically about texts. Participants for the study were 128 male and 118 female students, ages 16 and 17 years, from 2 high schools in the western United States. Eight history classrooms were randomly assigned to 1 of 4 interventions: (a) traditional textbooks and content instruction, (b) traditional textbooks and heuristic instruction, (c) multiple texts and content instruction, or (d) multiple texts and heuristic instruction. The heuristic instruction explicitly taught sourcing, corroboration, and contextualization. Students were administered pretests on their content knowledge and their use of heuristics. After an intervention of 3 weeks, students were readministered the content knowledge and heuristics posttests. A mixed-model analysis of covariance indicated that across all conditions, students who read multiple texts scored higher on history content and used sourcing and corroboration more often than students who read traditional textbook material. Findings highlight the importance of reading multiple texts to deepen content knowledge and facilitate the use of heuristics that historians typically use.
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