How do teachers of 1st and 2nd grades teach to read in a context of performance assessment in Chile?

Abstract

Recent studies in Chile show that early literacy is characterized by the prominence of the teacher and by limited cognitive challenges to students. This article presents results of a study of these issues, characterizing the activities and communicative interactions of a sample of 90 teachers at first and second grades promoting the learning of reading in the context of an assessment of their teaching performance. Results show a predominance of the discourse of the teacher, in a whole class mode of work, which leaves students with little opportunity to participate orally, and therefore, to expand their vocabulary and meta-linguistic concepts.