Reading in the classroom in two secondary school subjects: a comparative study
DOI:
https://doi.org/10.1590/0103-6564e210048Keywords:
reading, text comprehension, school subjects, secondary educationAbstract
This study aims to perform a comparative analysis of reading activities in two first-year subjects of secondary school in Argentina: Prácticas del Lenguaje (PDL) [Language and Literature (LAL)] and Ciencias Sociales (CS) [Social Studies (SS)]. Eight lessons were audio-recorded, four from each study area. They were analyzed in accordance with pre-existing theoretical proposals, which made it possible to segment the observations into different units, characterize the types and functions of readings and the strategies promoted. In Language and Literature, reading was a more frequent classroom activity and was carried out with a greater variety of strategies than in Social Studies. Genuine mental collective reading prevailed in Language and Literature, whereas teachers’ reading with comments prevailed in Social Studies. The results lead to reflections on different teaching interventions in reading practices according to the school subject and the different challenges involved in teaching them.
Downloads
References
Abusamra, V., Cartoceti, R., Raiter, A., & Ferreres, A. (2008). Una perspectiva cognitiva en el estudio de la comprensión de textos. PSICO, 3(3), 352-361. Recuperado de http://tinyurl.com/3hhzs49z
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Recuperado de http://tinyurl.com/bddv6uf4
Boardman, A. G., Boelé, A. L., & Klingner, J. K. (2018). Strategy instruction shifts teacher and student interactions during text-based discussions. Reading Research Quarterly, 53(2), 175-195. https://doi.org/10.1002/rrq.191
Broncano, A., Ciga, E., & Sánchez Miguel, E. (2011). ¿Qué papel tiene la lectura de los textos en el seno de las Unidades Didácticas? Culture and Education, 23(1), 57-74. https://doi.org/10.1174/113564011794728605
Bustos, A., Montenegro, C., Tapia, A., & Calfual, K. (2017). Leer para aprender: Cómo interactúan los profesores con sus alumnos en la educación primaria. Ocnos, 16(1), 89-106. https://doi.org/10.18239/ocnos_2017.16.1.1208
Bustos-Ibarra, A. V., Montenegro-Villalobos, C. S., Sandoval-Santana, W. L., & Melo-Letelier, G. F. (2018). Creando contextos de comprensión: Rol estudiantil en las instancias de lectura en la sala de clases. Revista Educación, 42(2), 21-41. https://doi.org/10.15517/revedu.v42i2.23432
Fang, Z. (2012). Language correlates of disciplinary literacy. Topics in Language Disorders, 32(1), 19-34. Recuperado de http://tinyurl.com/3a44654x
Iturra, C., & Rosales, J. (2015). Reading together in the classroom. A study of the difference between teacher and student interactions and the requirements of the Ministry of Education in Chile. Culture and Education, 27(1), 64-92. https://doi.org/10.1080/11356405.2015.1006848
Lemke, J. L. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Buenos Aires, AR: Paidós.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218-253. https://doi.org/10.1598/RRQ.44.3.1
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implication for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Development.
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98-117. https://doi.org/10.1080/02568543.2010.531076
Robledo Ramón, P., Fidalgo Redondo, R., & Méndez del Río, M. (2019). Evaluación de la comprensión lectora a partir del análisis de la práctica del profesorado y la interacción docente-estudiante. Revista de Educación, (384), 97-120. https://doi.org/10.4438/1988-592X-RE-2019-384-414
Rojas-Rojas, S. P., Meneses, A., & Sánchez Miguel, E. (2019). Teachers’ scaffolding science reading comprehension in low-income schools: How to improve achievement in science. International Journal of Science Education, 41(13), 1827-1847. https://doi.org/10.1080/09500693.2019.1641855
Roldán, L. A., Zabaleta, V., & Barreyro, J. P. (2021). Efectos de una propuesta para mejorar la comprensión de textos en estudiantes de Educación Secundaria. Revista Mexicana de Investigación Educativa, 26(89), 575-594. Recuperado de http://tinyurl.com/4by4553d
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530. https://doi.org/10.2307/1170585
Ruano Hernández, E., Sánchez Miguel, E., Ciga Tellechea, E., & García, J. R. (2011). Un protocolo para observar cómo los profesores ayudan a sus alumnos cuando leen textos en el aula. Psicología Educativa, 17(2), 127-145. Recuperado de http://tinyurl.com/3svtrj77
Sánchez Miguel, E. (Coord). (2010). La lectura en el aula. Qué se hace, qué se debe hacer y qué se puede hacer. Barcelona, ES: Graó.
Sánchez Miguel, E., García, J. R., Castellano, N., de Sixte, R., Bustos, A., & García-Rodicio, H. (2008). Qué, cómo y quién: Tres dimensiones para analizar la práctica educativa. Culture and Education, 20(1), 95-118. https://doi.org/10.1174/113564008783781431
Sánchez Miguel, E., García, J. R., Rosales, J., de Sixte, R., & Castellano, N. (2008). Elementos para analizar la interacción entre estudiantes y profesores: ¿Qué ocurre cuando se consideran diferentes dimensiones y diferentes unidades de análisis? Revista de Educación, (346), 105-136. Recuperado de http://tinyurl.com/y84s6zrj
Sánchez Miguel, E., Rosales, J., Cañedo, I., & Conde, P. (1994). El discurso expositivo: Una comparación entre profesores expertos y principiantes. Journal for the Study of Education and Development, 17(67-68), 51-74. https://doi.org/10.1174/021037094321268868
Sánchez Miguel, E., Rosales, J., & Suárez, S. (1999). Interacción profesor/alumnos y comprensión de textos. Qué se hace y qué se puede hacer. Cultura y Educación, 14/15, 71-89. Recuperado de http://tinyurl.com/39adszau
Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND.
Snow, C. E. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 313-316. https://doi.org/10.1177/0741932518770288
Vigotsky, L. S. (2000). El desarrollo de los procesos psicológicos superiores. Barcelona, ES: Crítica.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. The Journal of Child Psychology and Psychiatry, 17, 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Psicologia USP
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Todo o conteúdo de Psicologia USP está licenciado sob uma Licença Creative Commons BY-NC, exceto onde identificado diferentemente.
A aprovação dos textos para publicação implica a cessão imediata e sem ônus dos direitos de publicação para a revista Psicologia USP, que terá a exclusividade de publicá-los primeiramente.
A revista incentiva autores a divulgarem os pdfs com a versão final de seus artigos em seus sites pessoais e institucionais, desde que estes sejam sem fins lucrativos e/ou comerciais, mencionando a publicação original em Psicologia USP.
