Aspiraciones y conocimientos: ¿cómo explicar que la innovación educativa resulte decepcionante? El caso de la comprensión lectora

This paper seeks to clarify why we find it so difficult to properly tackle reading and text comprehension in the classroom. We have a large volume of knowledge on what, how and when to teach pupils com- prehension, but the evidence gathered in different countries suggests that these no- tions are rarely implemented in classrooms. The aim here is to shed light on three limi- tations that could explain this frustrating situation. The first and most basic one is that a distinction is not always made bet- ween knowledge and aspirations.This lack of differentiation colours our view of the nature of proficiency in reading, as well as our understanding of classroom activities and a teacher’s role. Both issues have a de - cisive impact on the role played by coaches and mentors.With a view to clarifying the- se notions and provide them with an em- pirical grounding, we summarise six studies we have conducted in recent years.