Rol del docente como mediador de lectura: el perfil lector de los estudiantes de los décimos EGB de la Unidad Educativa Marqués de Selva Alegre

Abstract

Abstract: To train readers represents a challenge, especially for teachers, as it implies that they have a literary competence that allows them to mediate the reading process. The reading mediation represents an opportunity to bring the student closer to the books, for this the teacher must know the students reading profile and apply strategies that strengthen the reading habit. The aim of this research is to identify the reading profile of the students of the tenth middle school of the "Marqués de Selva Alegre" high school, for the creation of an intervention proposal that strengthens the reading habit. For this purpose, a mixed methodological design was used, applying a qualitative instrument: survey of reading habits to students and a qualitative technique: semi-structured interview with two teachers in order to determine reading mediation practices. The results show the preferences of the students in terms of: frequency, formats, spaces, themes and reading difficulties. In addition, they do not recognize the teacher as a reading mediator. Finally, an intervention proposal is created to strengthen the reading habit.