Reading comprehension strategies in teachers and students
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The stated formulations that give rise to this research have to do, on the one hand, with the asymmetries between the expectations that teachers have when teaching a subject and the poor results obtained by a large number of students entering the first year of the careers taught at the university, and on the other hand, the demystification of reading as a simple linguistic decoding of the text, which considers comprehension as a compensatory training that provides rules and models to students who are behind in the subjects, with remedial workshops, and thus pretending to solve this complex pro...
The stated formulations that give rise to this research have to do, on the one hand, with the asymmetries between the expectations that teachers have when teaching a subject and the poor results obtained by a large number of students entering the first year of the careers taught at the university, and on the other hand, the demystification of reading as a simple linguistic decoding of the text, which considers comprehension as a compensatory training that provides rules and models to students who are behind in the subjects, with remedial workshops, and thus pretending to solve this complex problem. These considerations in the pedagogical practices inside the classroom lead to a reader who remains in the linearity of the superficial structure of the text, as if the text said it all; he cannot perceive the text as different from its content and it is difficult for him to infer information that has no linguistic expression in the text read. He is unable to fill in the gaps, completethe voids and relate the discontinuities that appear in the text.
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