La construcción del concepto de lectura en el interior del aula de lengua

Abstract

This paper attempts to explain the manner in which both teachers and fourth grade pupils understand the reading task, in order to determine the degree of incidence of that concept in the teaching/learning process. The collection and interpretation of data included a combination of qualitative and quanti- tative techniques. Thus, while pupils participated in semi-structured inter- views whose contents were later analyzed and organized in categories, the teachers answered structured questionnaires and the results were tabulated in quantitative terms. The data collected allow us to perceive in children the notion of reading as basically “reading aloud”, even though some alterna- tive concepts are also associated to it, and the first hints of a strategic and variable reading endeavor. This initial theory about reading strategies is clearly determined by the concepts held by teachers in relation to reading, and is shaped by those concepts. In some other aspects, however, there is no influence. A possible explanation could be that this area of knowledge is a result of the child’s intimate contact with reading