Abstract

The teaching practices of reading in Chile are little diverse and present mostly scarce cognitive challenge. Thus, the objective of this research was to analyse the types of support to mediate the reading in teaching practices of teachers in La Araucania Region, Chile. Regarding the methodology, the design was a study of descriptive and qualitative cases and the participants were 11 teachers from 7 public schools which classes were videotaped to then analyse their types of support to mediate the reading. Finally, it was identified that the types of support such as teaching to understand and helping to understand are presented simultaneously being the latter the most predominant. In this sense, it is possible verify that the teachers have focused on motivating than to develop strategies.