Aspiraciones y conocimientos: ¿cómo explicar que la innovación educativa resulte decepcionante? El caso de la comprensión lectora
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- Statement of Responsibility:
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Sánchez Miguel, Emilio
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- Format:
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Journal article
- Language:
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Spanish; Castilian
- Form / Genre:
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text (article)
- Published:
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2016
- In:
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Álabe: Revista de Investigación sobre Lectura y Escritura ISSN 2171-9624 Nº. 13, 2016 (Ejemplar dedicado a: enero - junio)
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- Annotation:
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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.