READING COMPREHENSION AND THE DEVELOPMENT OF LITERARY COMPETENCE. A MULTIDIMENSIONAL BINOMY

Abstract

Assessing the internal stability of the content expressed in the text and its correspondence-convergence with the previously acquired contents is a natural response of the reader. The unavoidable task of the Spanish-Literature teacher is to teach how to manage previous knowledge and to develop a critical attitude towards the text, when confronting the new information provided by the text with the one already mentally acquired. From this dimension, the process of reading and comprehension in the sensitive reader gradually contributes to the development of literary competence as a generator of culture. This process allows the reader-student to choose by which hypotheses they can predict and optimize more the knowledge of the text, to interpret the meaning and move forward. Therefore, predicting, as a variable, allows the reader to find a meaning, not only in line with the text, but adapted to the reader´s life experience. Thus, the objective of this article is to theorize about how an effective comprehension can lead to the creation of a significant reading message and accordingly, to the enhancement of literary competence in the reader-student as a sensitive subject.