Teaching reading mediation of the illustrated album. Case study
Abstract
Teachers, and society in general, express their concern about the reading difficulties of primary school students. The present case study aims to explore and describe the experiences of teacher mediation and the strategies that underlie the practices of reading the illustrated album by an expert teacher to develop reading competence. For this, a descriptive qualitative study has been used, framed in the interpretive paradigm. The instruments used have been the semi-structured interview and the analysis of practical articles and didactic reflections of the expert teacher. The study shows the coexistence, within the classroom, of individual and collective reading practices that interrelate reading and writing in significant contexts, as well as tensions to combine curricular learning and the social practice of reading. On the other hand, teaching reading mediation strategies have been identified and described. The results of the research provide valuable information about the reading mediation process that can be significant for the training of Primary Education teachers and teacher professional development.
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