This study describes the way teachers and students' joint work about text comprehension learning was organized. Therefore, 30 sessions on language and communication were selected from the Chilean National Teaching Performance Assessment, 2008. Using speech segmentation, each session was analyzed, identifying the deployed tasks and their sequencing along the classes, considering three phases: before, during and after reading. Results show that tasks were associated with those three moments in each analyzed class, although such tasks differed in frequency and sequence within each phase and class observed. This suggests variability among teachers in their ways of dealing with the teaching of reading comprehension.
reading comprehension; educational practice; teaching of reading
