Resumo

MARIA VERONICA, Leiva Guerrer  e  DAMARIS, Collao Donoso. Teacher intervention for the shaping of procedural contents (inferences) in the reading comprehension. Roteiro. UNOESC [online]. 2015, vol.40, n.esp, pp.153-172. ISSN 2177-6059.  https://doi.org/10.18593/r.v40i0.9559.

This article is part of a research project developed within the Institutional Improvement Project (PMI) of the Pontificia Universidad Católica de Valparaíso, Chile, which seeks to promote high quality studies which are relevant among university and school systems, to guide initial teacher training. The aim of this study is to determine the efficacy of a teacher intervention for the work of procedural content (inferences) in reading comprehension. For this purpose, an evaluative study is proposed, with two phases of a quantitative and qualitative nature in which a teacher and 20 students in the second grade of a private subsidized school in the Valparaiso area participated. The results showed that a constructivist approach to teaching and learning reading comprehension encourages the development of procedural content (inference), with an interactive conception of reading facilitating the development of active readers who understand the information they read.

Palavras-chave : Teacher Intervention; Procedural Content; Inference; Reading Comprehension; Modelling.

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