Mejora de la comprensión lectora mediante la lectura compartida entre iguales

Abstract

The reading comprehension has turned into one of the principal areas of study into the educational panorama for the importance that he presents in the school success. There constitutes a complex process that needs the putting in practice of a series of strategies and knowledge that allow to the reader to intergesticulate with the meanings of the text, and that curiously, rarely are taught in the school area. The investigation conceming the written comprehension has centred on the relation between the reader and the text as an individual process, as a reader who faces a text trying to create meanings from his schemes ofknowledge, scoming the potential that can be reached if the reading act becomes collective. The intention of this work was to analyze if by means of programs of learning that integrate the reading shared between equal a better reading competition is acquired. A quasi-experimental design of comparison was used between groups by measures pretest and postest. In the study 114 pupils took part with ages understood between the 9 and 10 years. The results weight the potential value ofthe program and support the model development of education that there integrate practices ofreading shared in the dynamics of the classroom in all that that they facilitate the learning of the reading comprehension.