Los diálogos construidos y los contenidos elaborados en clases dedicadas a la comprensión de textos, en aulas chilenas

The goal of the present paper is to describe the type of dialogue and the type of content that emerges in classes of texts comprehension in the middle school. These classroom's videos were filmed as a part of the Chilean Government National Teaching Assessment System 2008. To analyze these classes, different units of analysis were used to segment the classroom discourse. This allowed identifying the organization and the sequence of the tasks performed, the type of verbal interaction built and the type of developed content. The results evidence that most classes included tasks related to the different phases of the reading cycle, but verbal interaction was characterized by the most conventional IRE (Initiation, Response, Evaluation), and the questions that teachers made produced low-level contents.