Learning Poverty & Educational Challenges - The World Bank indicates that 5 out of 10 children in Chile do not understand what they read at age 10, with 4 of those 5 unable to decode the text, highlighting a critical learning poverty situation [2] - Pre-pandemic learning poverty was approximately 57%, estimated to be around 70% post-pandemic in low and middle-income countries [3] - The quality of interactions in the classroom is fundamental to improving reading instruction [4] Teacher Effectiveness & Classroom Interactions - Effective teachers can produce three times more learning than less effective teachers, with lasting positive effects on educational opportunities, well-being, and future income [5] - Specific, observable behaviors within the classroom indicate teacher quality and effectiveness [7][11] - Simple strategies like asking "why" and relating new information to prior learning can significantly improve learning opportunities [11] Global Perspective & Shared Experiences - Despite perceived uniqueness, classrooms worldwide share similarities in learning experiences [12][13] - The human brain's learning process is objective and measurable [14] Innovation & Intervention Strategies - A free, open-access tool has been developed and applied in over 30 countries with 300,000 teachers to measure the quality of classroom interactions [15] - Dialec, an automated tool, was developed to measure and diagnose reading skills, providing automated results and pedagogical strategies for teachers [19] Collaborative Efforts & Future Goals - The "Por un Chile que lee" network aims to ensure all children in Chile read comprehensively by the second grade by 2030 [20] - Key pillars for achieving this goal include acting from early childhood, ensuring quality teaching, and monitoring progress at both national and local levels [21][23] - Sustainable social change requires collaborative efforts from various stakeholders [24]