Effects of Dialogic Reading in the Improvement of Reading Comprehension in Students of Primary Education

The reading is an indispensable factor for the school success that it needs of a few skills and strategies of great complexity that rarely are taught in the school area. The verbalization of the strategies of comprehension can be considered to be an effective measure for the acquisition of learning strategies of the reading. The intention of this work was to analyze if by means of a program of education of the strategies of the reading implemented across the reading dialogica in interactive groups a better reading comprehension is acquired. A quasi-experimental design of comparison was used between groups by measures pretest and postest. In the study 355 pupils took part with ages understood between the 8 and 9 years. The results support the model development of education that practices of reading integrate dialogica in all that that they facilitate the learning of the reading comprehension.