Reader model
How the proposal understands learning to read in Spanish.
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Evidence and method
A design built on technical dossiers
The design of Semillas de lectura rests on seven technical dossiers that bring together the evidence, the decisions and the validation strategy, and on a twenty-chapter book that explains the argument to the reader. It is a complete architecture, not yet validated in the field.
The dossiers
Seven dossiers, one per object of the design
Each dossier covers one object of the design and brings together its claims with the evidence behind them.
Language, comprehension and knowledge
The language profile and comprehension as a situated task.
Repertoires, transfer and bilingual intercultural education
Literacy trajectories, transfer across languages and equitable assessment.
Argument, use and specifications
From design principles to the specifications of use for a text.
Multigrade organization and routines
Grouping, independent work, re-entry and teacher support.
Editorial system
From manuscript to testing, before expansion.
Feasibility, evaluation and costs
First entry, process, equity, data and the decision to scale.
The book
Twenty chapters in seven parts
The manuscript explains the complete design. Each part derives from a PT package and reads as the project's public argument.
I. Foundations of the system
- The problem Semillas de lectura seeks to solve
- How the proposal understands reading development
- Written Spanish and code demand
II. Language, comprehension and knowledge
- Understanding in a reading situation
- The L profile: language, knowledge and representations
III. Languages and literacy
- Literacy repertoires and trajectories
- Transfer and support across languages
- Equitable assessment and EIB (bilingual intercultural education) coordination
IV. Assessment for teaching
- Assessing to decide what to teach
- A task route, not a scale
- Validating decisions under uncertainty
V. Teaching in the multigrade classroom
- Opportunity and grouping in the multigrade classroom
- Routines with the teacher and independent work
- Re-entry, adaptation and support
VI. Editorial system
- Designing a text for a purpose
- From manuscript to testing
- Testing before expanding
VII. Implementation and evaluation
- A first entry to learn from
- Process, equity and data
- Costs, evaluation and scale
What to look for in the method
Three guiding ideas
- Two descriptions, not one band. The text is described by its code and by its language; the child never receives a fixed level.
- A task route, not a scale. Assessment yields a teaching priority and a state of the evidence, not a score.
- Variety is not error. What preserves the word in the reader's variety is not penalized.
A complete architecture is not a validated result.
The status of every decision, hypothesis and open issue is registered and kept separate in the documentation control. No hypothesis is presented as a result.