Efectos de la mediación pedagógica en comprensión lectora: un estudio de caso en Perú.

The primary objective of this research study is to assess reading mediation practices and perceptions among teachers and fourth-grade students. In-depth interviews are conducted at three public schools from Arequipa (Perú). Thematic analysis is used for data processing while information systematization is attained by applying the content analysis technique. The results shows that read-aloud, vocation, and self-regulation conducted by teachers is positive, but insufficient for students to achieve reading comprehension. Teachers assign greater importance to reading-aloud. The teachers' mediation profile is basic, with limited dialogue, and lacks exercising higher order cognitive skills such as making inferences. It is concluded that students make few questions about their readings and that they generate scarce interpretations to critically comprehend texts. [ABSTRACT FROM AUTHOR]