Aspiraciones y conocimientos¿cómo explicar que la innovación educativa resulte decepcionante? El caso de la comprensión lectora

  1. Sánchez Miguel, Emilio 1
  1. 1 Facultad de Psicología. Universidad de Salamanca
Revista:
Álabe: Revista de Investigación sobre Lectura y Escritura

ISSN: 2171-9624

Ano de publicación: 2016

Número: 13

Tipo: Artigo

DOI: 10.15645/ALABE2016.13.1 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Álabe: Revista de Investigación sobre Lectura y Escritura

Resumo

This paper seeks to clarify why we find it so difficult to properly tackle reading and text comprehension in the classroom. We have a large volume of knowledge on what, how and when to teach pupils com- prehension, but the evidence gathered in different countries suggests that these no- tions are rarely implemented in classrooms. The aim here is to shed light on three limi- tations that could explain this frustrating situation. The first and most basic one is that a distinction is not always made bet- ween knowledge and aspirations.This lack of differentiation colours our view of the nature of proficiency in reading, as well as our understanding of classroom activities and a teacher’s role. Both issues have a de- cisive impact on the role played by coaches and mentors.With a view to clarifying the- se notions and provide them with an em- pirical grounding, we summarise six studies we have conducted in recent years. 

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Fonte de datos: Dialnet