Development of reading comprehension through collaboration and dialogue

An intervention in the natural context of the classroom from the PASS Model

Abstract

Deep and critical reading comprehension is a necessary instrument for the development of full citizenship. It is a complex process that involves different skills and processes, where teachers have to assume the role of mediators and facilitators, so that students are the protagonists of their own learning and understanding. For this reason, this qualitative, multiple-case study has two objectives: a) to understand the relationships between cognitive processes, skills and interaction processes between the different agents involved b) to know the interaction situations in the classroom that stimulate these processes, as well as as well as the role that teachers play in these situations. 115 boys and girls from 4th grade of Primary Education, 7 teachers, a counselor and the researcher herself participated in the study. The results show how there are different elements and processes involved that favor reading comprehension. Likewise, it is observed how the fact of favoring collaboration, argumentation, and autonomous decision-making promote a deep and critical understanding. For this task, teachers must question their own teaching practice and favor learning situations where the collaboration, dialogue and argumentation lead the dynamics.