Interacción verbal en el aula para el desarrollo de la comprensión de lectura en los niños

Abstract

We make an analysis of the verbal interaction in the classroom, with the aim to specifying the function the oral speech for the profit the activities understanding reading and for the development of literacy’s implied abilities. We argued that the development and the understanding of the activity’s objectives by means of the verbal interaction (instructions) are obtained by means of the appropriation of certain patterns that sometimes, as in the case of the free commentary, they are against the type of speech that assumes must exercise the students. We were based on the observation and videotape of classes of Spanish in the groups of 4º, 5º and 6º degree in a bilingual school, at three moments throughout an academic cycle. We concluded that the daily practice of the activities of understanding reading has legitimized to resorting to patterns of interaction sketched to solve the implied cognitive tasks in the “search of the correct answer”, these patterns also are used in the case in which this type of interaction is not pertinent, which can be harmful to the linguistic development of the children.