Resumen

SOARES, Adriana Benevides; TEIXEIRA, Tereza Cristina Coutinho Corrêa  y  MOTA, Márcia Maria Peruzzi Elia da. Teacher's Reading Comprehension: Implication for Teaching Practices. Est. Inter. Psicol. [online]. 2010, vol.1, n.2, pp. 172-183. ISSN 2236-6407.

A question of interest for educational workers is the reading comprehension process, a fundamental ability for progress in more advanced years of schooling, and its effect on pedagogical practices. This is a study that explores this question. A reading comprehension instrument composed by four structural levels of text and a scale of pedagogical practice composed by four sub-scales involving: cognitive practices with linguistic focus, cognitive practices, affective and motor practices, continuous education, was used. The results of 53 children suggest a slight tendency of teacher to prioritize cognitive practices independently of their reading comprehension level.

Palabras clave : reading comprehension; docent practices; reading.

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