Reading beyond comprehension: Critical Literacy

Abstract

If the reading comprehension of our Spanish secondary students scarcely reaches the minimum required as reflected in the Education and Training Monitor 20171, it may be time to question how our teachers read and instruct in such activity. Starting from the text as a knowledge-building structural center, we investigate the approach to it by a group of ten active teachers through a reading activity. We propose a deep development of the complex reader process using an interpretative critical approach also called in origin critical literacy.