Preparing prospective primary teachers to value and to develop inference in reading comprehension,

Abstract

International assessment of reading comprehension in Spanish primary and secondary education (PIRLS, PISA) indicates weak inferential comprehension. T he cause could be a combination of sociological, psychological and pedagog ical factors, such as an insufficient training. A first step towards developing in ference in children is to raise teachers’ awareness about the importance of this skill and to provide them with competences and tools to train the children. T he paper reports an experience of tutoring four prospective primary education teachers whose final year projects dealt with reading comprehension. Conclu sions suggest the positive effects of this and similar research lines in final year projects and the expectation that the learning may be reflected in their future classroom practice.