Abstract
Reading promotes the approach to new knowledge in school and reinforces comprehension already acquired (Colomer, 2015; Ballester, 2015; Lockwood, 2011), and it frees the teaching of the literacy process from being subordinated to the literal to position itself as a powerful epistemic tool (Ruiz, 2009). The need to value and offer educational aids around reading and language development arises because evidence indicates that Chile is characterized by an unequal distribution of access to education for school students according to the types of schools and the fact that there are low results in national reading comprehension tests (OECD, 2016). This text presents pedagogical proposals and theoretical reflections from linguistic (Stubbs, 1984; Calsamiglia and Tusón, 2008; Bosque and Gallego, 2016) and pedagogical approaches (Spolsky, 2008) and language teaching (Camps, 2006; Cassany et al., 2007), whose application is expected to promote the development of abstract thinking and visits to the school library, as well as to strengthen language teaching and reflection on its functioning in reading instances.
Published Version
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