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The events and the participation structures of nine primary school Chilean teachers from 3 rd , 5 th , and 7 th grade from Sciences, History and Spanish were listed in collective reading instances. The system used was the one provided by Sanchez et al (2008) where the frequency of the planning and interpretation/evaluation episodes and the participation structure on it were analyzed. The results show a low percentage of planning episodes with a high domain of the teacher’s discourse. Likewise, it shows a higher rate of interpretation/evaluation with a lacking in students’ involvement either in the level or in the subject. These results allow us to explain the context in which the collective reading is created and how it determines the role of the learner as a reader in training.

Creando contextos de comprensión: Rol estudiantil en las instancias de lectura en la sala de clases