Learning to understand: classroom activities and strategies for reading comprehension


The ultimate goal of learning to read is to understand written language. This longitudinal study describes and interprets different classroom activities aimed to teach reading comprehension. The purpose was twofold, (1) to detect how teachers conceptualize reading comprehension, and (2) to follow up two teaching strategies: activation of previous knowledge and drawing of inferences. For the first purpose we observed seventy-one Kindergarten and first grade classrooms (P5 and 1P), and for the second aim, 54 second and third grade classrooms (2P and 3P) in seven regions of Spain. Results showed that teachers conceptualize teaching reading comprehension as assessing reading, while activation of previous knowledge has little presence in the classrooms. Teachers ask for literal inferences that aremore directed to the assessment of reading than to teaching how to understand. The characterization of the observed activities offers a wide range of useful tasks for teaching reading comprehension.

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Creative Commons Attribution-NonCommercial 4.0 International License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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