It is widely known that students who come from low socio-economic status backgrounds, receive fewer opportunities in their early years of life when compared with those from high socioeconomic status settings. Children from these contexts get lower achievement in reading tests than children from wealthier status. This study intends to contribute to the knowledge base about why children from low SES background lag behind those with higher socioeconomic status in reading comprehension skills. The curricular coordination between grades seems to facilitate the process; then it was essential to examine Chilean teachers' perceptions about the transition process between kindergarten and first grade, and how those perceptions may affect how the transition of the reading process is implemented in schools with children from low SES backgrounds. This study was conducted under a qualitative methodology, using a Thematic Analysis Method to organize teachers' perceptions, using the NVivo11 software. The primary results show that the transition of the reading process is ineffective and poorly carried out by the teachers of these municipal schools. The ineffectiveness is due to the low SES context, lack of mastery of the content by teachers, and the absence of an instructional leader to guide their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]