How to learn to read in an inclusive society? International and national contexts

Abstract

Nowadays and at a universal level, there are many people who cannot access learning to read or who, if they do, must learn to read in a language different from their own. This work aims to analyze the characteristics that should be presented in the teaching and learning of reading in an inclusive society. Six questions are raised in this regard and possible answers are outlined. International references are used to answer the first question. In the following ones, reference is made to research and data predominantly centered in our country. Important documents of international organizations such as the UN and UNESCO have been used to create this paper, as well as legal and administrative documents. From an empirical dimension, naturalistic observation and autobiographical narrative have been used, as well as semi-structured interviews and tools for the analysis of book reading. These techniques and instruments have been used by teachers in training for the Primary Education Degree during several courses, especially 2017-2018 in practicum periods and interactive lessons. The results emphasize the need to extend learning in the mother tongue, to encourage a plural learning in terms of supports and contexts, to intensify and diversify the activities of promotion and animation to reading, to adapt the characteristics of books and encourage reading habits, and to take care of reading activities in the classroom.