<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000300244</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i3.29081</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervenciones docentes en la intervenciones docentes en la tarea de leer para responder cuestionarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher intervention strategies in the task of reading to complete questionnaires]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosli]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carlino]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Argentina Instituto de Investigaciones Lingüística de Científicas y Técnicas ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>AR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>244</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000300244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000300244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000300244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenAl considerar que la lectura y la escritura tienen potencialidad epistémica como instrumentos de pensamiento y desarrollo de nuevos conocimientos, este artículo focaliza la enseñanza de contenidos disciplinares con ayuda de leer y escribir en materias del nivel secundario. El objetivo principal de esta investigación fue describir y analizar las intervenciones realizadas por tres docentes argentinos en la tarea de leer para responder cuestionarios, dicha actividad es recurrente en un curso con estudiantes de sectores socioeconómicos desfavorecidos. No se han encontrado estudios que aborden prácticas de enseñanza mediadas por la lectura y la escritura en asignaturas con población de esta procedencia. En concreto, los y las estudiantes de esta escuela son trabajadores y madres y padres adolescentes que habitan en una villa. Bajo una metodología cualitativa, se diseñó un estudio de casos naturalista y se entrevistó en profundidad a los tres profesores y los catorce estudiantes. Se observaron 39 clases y se recogieron documentos. Las transcripciones de las entrevistas y las observaciones de clases se analizaron mediante estrategias de categorización y contextualización. Los resultados muestran que los profesores intervienen a través de tres funciones -definición del medio, gestión del medio y evaluación de la tarea- que comprometen a los estudiantes en la tarea, pero que escasamente indagan por sus interpretaciones acerca de lo que están leyendo. Redefinir la estructura de esta actividad, mediante la promoción en clase de usos entramados de la lectura, la escritura y el diálogo - como expresar las interpretaciones y debatir sobre ellas- ofrecería a los estudiantes posibilidades de acceder, comunicar y reflexionar sobre el conocimiento, al tiempo que colaboraría con el objetivo de equidad educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractConsidering the epistemic potential of reading and writing as instruments of thought and development of new knowledge, this article focuses on disciplinary teaching in high school courses with the help of reading and writing. Its main objective is to describe and analyze intervention strategies used by three Argentinean teachers in a recurrent task: reading to answer questionnaires. We found no studies addressing teaching mediated by reading and writing in subjects with students from low-income families. This qualitative naturalistic case study was conducted in last-year courses attended mostly by students who work and are adolescent parents. In-depth interviews were conducted with three teachers and fourteen students, 39 classes were observed and classmaterial was collected. Data were analyzed using categorization and contextualization strategies. Results show that teachers perform three functions: definition of the environment, environmental management, and evaluation of the task. These functions install students on task but do not tend to explore how they interpret the texts. The structure of the activity could be redefined in order to promote epistemic uses of reading, writing and dialogue as well as to allow interpretations to be expressed and discussed in class. This would offer students the opportunity of accessing, communicating and reflecting on disciplinary contents. We claim that the epistemic use of these tools can ultimately contribute with educational equity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[intervenciones docentes]]></kwd>
<kwd lng="es"><![CDATA[escuela secundaria]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[teacher intervention strategies]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La lectura en la enseñanza de la historia: las consignas del docente y el trabajo intelectual de los alumnos]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aisenberg]]></surname>
<given-names><![CDATA[Beatriz.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lectura y Vida]]></source>
<year>2005</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>22-31</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aisenberg]]></surname>
<given-names><![CDATA[Beatriz.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enseñar Historia en la lectura compartida. Relaciones entre consignas, contenidos y aprendizaje]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Siede]]></surname>
<given-names><![CDATA[Isabelino]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciencias Sociales en la escuela. Criterios y propuestas para la enseñanza]]></source>
<year>2010</year>
<page-range>63-98</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Aique.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Rôle de la mémoire didactique de l'enseignant.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brousseau]]></surname>
<given-names><![CDATA[Guy.]]></given-names>
</name>
<name>
<surname><![CDATA[Centeno]]></surname>
<given-names><![CDATA[Julia]]></given-names>
</name>
</person-group>
<source><![CDATA[Recherches en didactique des mathématiques]]></source>
<year>1991</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-210</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brousseau]]></surname>
<given-names><![CDATA[Guy.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fundamentos y métodos de la didáctica de las matemáticas]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Córdoba ]]></publisher-loc>
<publisher-name><![CDATA[Facultad de Matemática, Astronomía y Física de la Universidad de Córdoba]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brousseau]]></surname>
<given-names><![CDATA[Guy.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los diferentes roles de maestro]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Parra]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<name>
<surname><![CDATA[Saiz]]></surname>
<given-names><![CDATA[Irma]]></given-names>
</name>
</person-group>
<source><![CDATA[Didáctica de matemáticas. Aportes y reflexiones]]></source>
<year>1994</year>
<page-range>65-94</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brousseau]]></surname>
<given-names><![CDATA[Guy.]]></given-names>
</name>
</person-group>
<source><![CDATA[Iniciación al estudio de la teoría de las situaciones didácticas.]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Libros del Zorzal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carlino]]></surname>
<given-names><![CDATA[Paula.]]></given-names>
</name>
</person-group>
<source><![CDATA[Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica.]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Fondo de Cultura Económica.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[Norman.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Yvonna.]]></given-names>
</name>
</person-group>
<source><![CDATA[The sage handbook of qualitative research]]></source>
<year>2005</year>
<edition>3rd Ed</edition>
<publisher-loc><![CDATA[Thousand Oaks, CA ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dysthe]]></surname>
<given-names><![CDATA[Olga.]]></given-names>
</name>
<name>
<surname><![CDATA[Bernhardt]]></surname>
<given-names><![CDATA[Nana.]]></given-names>
</name>
<name>
<surname><![CDATA[Esbjørn]]></surname>
<given-names><![CDATA[Line.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discusión de temas centrales en el marco de la teoría y la práctica]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dysthe]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<name>
<surname><![CDATA[Bernhardt]]></surname>
<given-names><![CDATA[Nana]]></given-names>
</name>
<name>
<surname><![CDATA[Esbjørn]]></surname>
<given-names><![CDATA[Line]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza basada en el diálogo. El museo de arte como espacio de aprendizaje]]></source>
<year>2013</year>
<page-range>187-237</page-range><publisher-loc><![CDATA[Copenhague ]]></publisher-loc>
<publisher-name><![CDATA[Skoletjenesten.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The multivoiced classroom: interactions of writing and classroom discourse]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dysthe]]></surname>
<given-names><![CDATA[Olga.]]></given-names>
</name>
</person-group>
<source><![CDATA[Written Communication]]></source>
<year>1996</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>385-425</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dysthe]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectivas teóricas sobre el diálogo y la enseñanza basada en el diálogo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dysthe]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<name>
<surname><![CDATA[Bernhardt]]></surname>
<given-names><![CDATA[Nana]]></given-names>
</name>
<name>
<surname><![CDATA[Esbjørn]]></surname>
<given-names><![CDATA[Line]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza basada en el diálogo. El museo de arte como espacio de aprendizaje]]></source>
<year>2013</year>
<page-range>45-80</page-range><publisher-loc><![CDATA[Copenhague ]]></publisher-loc>
<publisher-name><![CDATA[Skoletjenesten.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Plagiarisms, authorships, and the academic death penalty]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Howard Moore]]></surname>
<given-names><![CDATA[Rebecca.]]></given-names>
</name>
</person-group>
<source><![CDATA[College English]]></source>
<year>1995</year>
<volume>57</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>788-806</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Howard Moore]]></surname>
<given-names><![CDATA[Rebecca.]]></given-names>
</name>
</person-group>
<source><![CDATA[Standing in the shadow of giants: Plagiarists, authors, collaborators]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Stamford, CT ]]></publisher-loc>
<publisher-name><![CDATA[Ablex.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jacinto]]></surname>
<given-names><![CDATA[Clau.dia]]></given-names>
</name>
<name>
<surname><![CDATA[Terigi]]></surname>
<given-names><![CDATA[Flavia.]]></given-names>
</name>
</person-group>
<source><![CDATA[¿Qué hacer ante las desigualdades en la educación secundaria? Aportes de la experiencia latinoamericana]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Santillana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La relatividad de la enseñanza y la relatividad de la comprensión.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lerner]]></surname>
<given-names><![CDATA[Delia]]></given-names>
</name>
</person-group>
<source><![CDATA[Lectura y Vida]]></source>
<year>1985</year>
<volume>6</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>10-13.</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maxwell]]></surname>
<given-names><![CDATA[Joseph.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[Barbara.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Categorizing and connecting strategies in qualitative data analysis]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hesse-Biber]]></surname>
<given-names><![CDATA[Sharlene]]></given-names>
</name>
<name>
<surname><![CDATA[Leavy]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of emergent methods]]></source>
<year>2008</year>
<page-range>461-77</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Investigación y formación docente: dispositivos de formación y elementos para la construcción de una identidad profesional]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rickenmann]]></surname>
<given-names><![CDATA[René.]]></given-names>
</name>
</person-group>
<source><![CDATA[EccoS]]></source>
<year>2007</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>435-63</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rickenmann]]></surname>
<given-names><![CDATA[René.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologías clínicas de investigación en didácticas y formación del profesorado: un estudio de los dispositivos de formación en alternancia]]></source>
<year>2006</year>
<conf-name><![CDATA[ Actas del Congreso Internacional de Investigación, Educación y Formación docente]]></conf-name>
<conf-loc>Medellín, Colombia </conf-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roni]]></surname>
<given-names><![CDATA[Carolina.]]></given-names>
</name>
<name>
<surname><![CDATA[Carlino]]></surname>
<given-names><![CDATA[Paula.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading to write in science classrooms: Teacher's and students' joint action]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Plane]]></surname>
<given-names><![CDATA[Sylvie]]></given-names>
</name>
<name>
<surname><![CDATA[Bazerman]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
<name>
<surname><![CDATA[Rondelli]]></surname>
<given-names><![CDATA[Fabienne]]></given-names>
</name>
<name>
<surname><![CDATA[Donahue]]></surname>
<given-names><![CDATA[Christiane]]></given-names>
</name>
<name>
<surname><![CDATA[Applebee]]></surname>
<given-names><![CDATA[Arthur N.]]></given-names>
</name>
<name>
<surname><![CDATA[Boré]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
<name>
<surname><![CDATA[Carlino]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<name>
<surname><![CDATA[Marquilló Larruy]]></surname>
<given-names><![CDATA[Martine]]></given-names>
</name>
<name>
<surname><![CDATA[Rogers]]></surname>
<given-names><![CDATA[Paul]]></given-names>
</name>
<name>
<surname><![CDATA[Russell]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on Writing: Multiple Perspectives]]></source>
<year>2017</year>
<page-range>415-36</page-range><publisher-loc><![CDATA[Fort Collins, Colorado ]]></publisher-loc>
<publisher-name><![CDATA[The WAC Clearinghouse]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sensevy]]></surname>
<given-names><![CDATA[Gerard]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Categorías para describir y comprender la acción didáctica]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Duque]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<name>
<surname><![CDATA[Sensevy]]></surname>
<given-names><![CDATA[Gerard]]></given-names>
</name>
<name>
<surname><![CDATA[Mercier]]></surname>
<given-names><![CDATA[Alain]]></given-names>
</name>
</person-group>
<source><![CDATA[Agir ensemble: l´action didactique conjointe du professeur et des élèves]]></source>
<year>2007</year>
<page-range>5-34</page-range><publisher-loc><![CDATA[Rennes ]]></publisher-loc>
<publisher-name><![CDATA[PUR.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[About the joint action theory in didactics]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sensevy]]></surname>
<given-names><![CDATA[Gerard.]]></given-names>
</name>
</person-group>
<source><![CDATA[Z Erziehungswiss]]></source>
<year>2012</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>503-16</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[Robert.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Case studies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[Norman K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Yvonna S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of qualitative research]]></source>
<year>2000</year>
<edition>2nd</edition>
<page-range>435-54</page-range><publisher-loc><![CDATA[Thousand Oaks, CA ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[Robert.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación con estudio de casos]]></source>
<year>2010</year>
<edition>5ª ed.</edition>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Apprenticeship in literacy]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[Gordon.]]></given-names>
</name>
</person-group>
<source><![CDATA[Interchange]]></source>
<year>1987</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-23</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Creating the conditions to encourage literate thinking]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[Gordon.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational Leadership]]></source>
<year>1990</year>
<month>a</month>
<volume>47</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>13-7</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Talk about text: where literacy is learned and taught]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[Gordon.]]></given-names>
</name>
</person-group>
<source><![CDATA[Curriculum Inquiry]]></source>
<year>1990</year>
<month>b</month>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>369-405</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[Gordon.]]></given-names>
</name>
</person-group>
<source><![CDATA[Text, talk and inquiry: schooling as semiotic apprenticeship]]></source>
<year>1993</year>
<conf-name><![CDATA[ International Conference on Language and Content]]></conf-name>
<conf-loc>Hong Kong </conf-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
