Leer para aprender en educación primariauna pedagogía basada en géneros

Resumen

This study was carried out in a primary school in the Basque Country with 30 students from two 6 th grade classes. Students´ competence in reading and writing skills was analysed, in two types of texts (factual and narrative) and in two languages of the curriculum (Spanish and English). Students completed a reading pre-test (Spanish and English) and a writing pre-test (narrative and factual text) before starting with the Reading to Learn pedagogy. After the Reading to Learn experience they completed a post-test in both languages and in both skills and types of texts. Results show that students make progress in both types of texts (narrative and factual) and in both languages, and that weak students make progress in all writing posttests