This work is part of the research project: Dynamic Assessment in Lector Comprension; its potential for intervention in primary school children (FACE, UNCo), which aims to estimate the improvement in the performance in terms of understanding texts based on intervention in the processes involved. Research has highlighted the difficulties of primary school children in understanding what they read. Since understanding requires the reader to deploy a serious amount of resources, how to make inferences, actively process the material, monitor what is being understood, take advantage of previous knowledge, the place of the educator becomes essential. In this presentation, the focus will be on teaching interventions in the classroom, which are seen as mediations enabling the development of the aforementioned skills. The importance of teaching practices in reading understanding is linked to the need to teach skills, i.e. “know-how”. We wonder what are the interventions linked to the various processes involved in reading understanding, analysing how they are implemented in classrooms and how it is feasible to implement them specifically, on the basis of a specific intervention programme. FIL: Musci, Maria Cecilia. National University of the Comahue. Faculty of Education Sciences. Department of Education Psychology; Argentina. FIL: Picca, Romina. National University of the Comahue. Faculty of Education Sciences. Department of Education Psychology; Argentina. FIL: Muñoz, Roxana. National University of the Comahue. Faculty of Law and Social Sciences; Argentina.