"Between the Lines, Between the Pages"

Teacher Mediation in Reader Development

Abstract

The act of reading extends beyond the mere decoding of words; it encompasses reading the world and accompanies the human being throughout life, shaping them into a reader. Within this context, this article aims to investigate how an interest in reading develops over time, analyzing the impact of literary experiences on reader development and reflecting on strategies teachers can use to encourage the reading of literature in the classroom. To this end, the study analyzed written accounts of reading memories—also known as "reading autobiographies"—produced by high school students. Data analysis indicates that early exposure to books and the mediation of significant figures, such as teachers and family members, play a central role in shaping readers and broadening their worldview. Sustaining this interest appears to be deeply linked to experiences throughout one's schooling, where more engaging and meaningful strategies can be decisive in consolidating the reading habit. Therefore, there is an urgent need for teacher mediation and active listening to foster a more dialogic and fruitful environment for teaching and reader development.