What are the conditions and didactic treatments necessary for forming competent readers? The practice of reading must respond to immediate goals f...

What are the conditions and didactic treatments necessary for forming competent readers?

The practice of reading must respond to immediate goals from the reader's point of view.
Forming a competent reader involves someone who understands what they read, can learn to read what is not written, and establish relationships between the text they read and other texts they have read.
A competent reader can only be formed through constant practice of reading actual texts, which can involve all students, including those who cannot read conventionally.
The school must offer quality materials, proficient reader models, and effective reading practices to students who do not have systematic contact with good reading materials and adult readers.
The school must work with the diversity of texts and combinations between them, as well as the diversity of objectives and modalities that characterize reading, such as reading to solve practical problems, inform oneself, have fun, study, write, or revise one's own text.
The school must work with the diversity of texts and combinations between them, as well as the diversity of objectives and modalities that characterize reading, such as reading to solve practical problems, inform oneself, have fun, study, write, or revise one's own text.
To learn to read, it is necessary to interact with the diversity of written texts, witness the use that proficient readers make of them, and participate in actual reading acts.
The school must offer good library resources, moments of free reading, and the possibility for students to choose their readings.
The school must build a policy for forming readers in which everyone can contribute with suggestions to develop a constant reading practice that involves the entire school unit.