Mediación de la comprensión lectora de textos literarios en educación básica

in attention to upel (1996) the language and literature teacher have to show abilities to deal with cognitive processes for reception and production of different kind of texts. so, who trains to the future teacher, should lead and strength the didactic planning process. the purpose, to share a university didactic experience at ipb, which came up integrated and programmed tools for the future teachers. this point of view implies the use of different strategies to deal with reading comprehension at the third level of venezuelan primary school. thus, and instructional guide based on upel and una (1999), panchí (1999), aguilar (2006), fraca (2003) and plan liceo bolivariano (2004) was elaborated by 37 students of didáctica de la especialidad course. this is a participative-action investigation and the instruments used to analyze the data were the daily register, the estimation scale, the categorization and the triangle approach. the conclusions of this study recommend the design of didactic guides based on global and instructional programming proposals.