Representaciones docentes del déficit lector de los estudiantes

this article presents the results of research aimed at showing the representations of secondary teachers regarding students' reading problems. emphasis is placed on locating information, as a form of schoolwork, to involve both reading and the writing of summaries. some basic elements of the theory of causal attribution are assumed, in order to analyze focus group discussions. the author concludes, based on teachers' accounts, with a list of causes of reading difficulties.