Reading comprehension is nowadays defined as a dynamic process involving a tripartite: the reader, the text and the context (Campbell, Kelly, Mullis, Martin, & Sainsbury, 2001; Mullis, Kennedy, Martin, & Sainsbury, 2006; Rosenblatt, 1978, 2004; Wilkinson & Son, 2011). The challenge for research on reading and teaching comprehension is to find the most effective way to guide the children in their progress in this dynamic and complex process.

Wilkinson & Son (2011) describe successive waves of research on reading comprehension. According to us, their categorizations show the existence of two main streams of research on learning and teaching the reading comprehension: one centered on the strategies and one centered on the dialogue, with the text and with the other readers. We argue that both main streams of research on learning and teaching comprehension may be viewed not as competing each other but rather as complementary in the daily classroom practices. Moreover, we think most effective teachers will keep from their experience, training and professional reading, some of the most stimulating and effective elements from both main streams.

The potential effect of both strategic and transactional teaching practices is also acknowledged in PIRLS framework (Campbell, et al., 2001; Mullis, et al., 2006). This international study on Reading proficiency provides thus data on teachers’ practices in their classes, but also on teachers’ training and on students results. This constitutes a fabulous source of information allowing linking teachers’ initial training and classroom practices with students’ results in terms of reading proficiency and engagement. The purpose of this study is to use international data on reading proficiency and engagement to explore the potential impact of teachers’ initial training and actual practices on their students’ results.

Campbell, J. R., Kelly, D. L., Mullis, I. V. S., Martin, M. O., & Sainsbury, M. (2001). Framework and Specifications for PIRLS Assessment 2001 (2nd ed.). Chestnut Hill, MA: Boston College. Rosenblatt, L., M. (1978). The reader, the text, the poem: The transactional theory of the literacy work. Carbondale, IL: Southern Illinois University Press. Wilkinson, I. A. G., & Son, E. H. (2011). A Dialogic Turn in Reseach on Learning and Teaching to Comprehend. In M. Kamil, L., P. D. Pearson, E. Birr Moje & P. Afflerbach, P. (Eds.), Handbook of Reading Research (Vol. Volume IV, pp. 359-387). New York and London: Routledge.