Abstract

Objective: to account for the differences found in terms of learning academic genres in two class groups of an Argentinian public university Psychology career first year within the implementation of an intervention design. Methodology: we opted for a design- based research with two class groups: the intervention group and the control group. Results: in the intervention group, after a year, many students talk with the teacher and with their classmates about what they read, are able to identify texts types, texts authors and the edition data, and they also can make intertextual relations. In the control group, on the other hand, most of the students limit themselves to looking for the information that the teacher indicates in the photocopies and seem not to value the need-to-know texts authors and edition. Conclusions: In the intervention group, dialogic reading practice in classroom contexts seems to facilitate, to a greater extent than in the control group, the learning of academic genres and academic reading conventions.

Keywords:
instructional design; reading processes; Psychology; text structure; classes