Working From Memory and Banishing Reading-Myths: Two Strategies to Train Competent Readers of Academic Texts
Abstract
This article is a direct result of the project developed by researchers of the group DiLeMa (Didáctica de la Lengua Materna y la Literatura) framed within a didactic b-learning intervention program aimed at in training and in-service teachers belonging to the Spanish and Literature program and at the Master of Education Sciences at the University of Quindío (2014-2015). Here it is described two strategies that, according to the group’s perspective, could awaken the training of competent readers of academic texts: the study of memory as a precursor of every comprehension process and the identification of “lecto-mitos” as distractors of the didactic action. The conclusion supports the idea that the teacher, as reader of his own class, must develop a constructivist-integrative awareness derived from an interactive theoretical model proposed by Teun van Dijk and Walter Kintsch.
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