This study is an analysis of the oral and written registers of fourteen teachers who work in the Public Municipal Education System with classes from first to fourth grades and who took place in the course Reading Experiences: possible paths of teaching and learning. The objective of this study is to search for any kind of relationship between the oral and written registers and the listening, once the later is one of the reading act movements, through which starts the dialogue between the reader and the text. The methodology consists in a critical reading of the oral statements written in a Field Diary, and Reading Projects worked out by the teachers in order to find in their contents elements which could point out towards the listening of the theoretical texts. Elements as quotations, any new focusing of the reading act, different reading proposals, general and specific listed objectives, the proposed stages for the reading activity and the references to the explicit importance of listening to readers and non readers. Those elements are possible results to be found at the end of the research and will indicate or not the importance of listening in the reading process.
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