El proceso de lectura conjunta de cuentos infantiles: estudio comparado en España y México
Before the shortage of investigations around the discursive mechanisms that promote the knowledge shared, it is done necessary to continue the investigation around the educational strategies that promote the construction joint of the knowledge among the students. Two teachers, under a same task of discussion, they assume different goals that are going to influence in the elaboration of diverse strategies of construction of the knowledge. This article themselves center in the process of joint elaboration of the information. For it: (1) We devise a categories of analysis that permit to deepen in the joint construction of the knowledge from the reading of stories; (2) We offer the description of diverse didactic sequences in function of this system of observation, and (3) We analyze and we compare the evolution of the strategies of interaction, unfolded in the two groups observed, by the teachers and on the part of the students. The sample is formed by two classes of two public schools of Burgos (Spain), and Tampico (Mexico). In each class 6 groups of 3 children are observed. The decision on what children they form part of each group has delegated itself in the teachers. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension. The knowledge limited of the world and of the human actions compromises directly the comprehension, and the shortage of communicative and narrative abilities complicates the recovery.
Narrative Skills and Social Class
Narratives play an important role in education, for pragmatic and theoretical reasons. Narrative skills of four-year-old children are hypothetically important for later school success. This research investigated the relationship between specific narrative skills and social 
class in a culturally and racially homogeneous sample, focusing particularly on narratives of economically disadvantaged children from disorganized households. Both middle-class and economically disadvantaged children (but not economically disadvantaged children from disorganized households) often produced long and informative narratives. In contrast, children from disorganized households were most likely to produce extremely minimal 
narratives, and even their longer ones tended to be chronologically disorganized and poorly patterned in terms of overall structure. Since narrative is one building block teachers use pedagogically, such differences in the match between child skills and school demands at school entrance are cause for concern.
The Effect of Summarizing Strategy on Reading Comprehension of Iranian Intermediate EFL Learners
Reading comprehension plays a significant role in educational success. In spite of its importance, students still have difficulties in understanding texts. One solution to the problem of poor reading comprehension is the learning of reading strategies. The current study examined the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. Sixty-one students were selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy three times a week typically 45 minutes in duration for ten weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners’ reading comprehension.