Reading: a reflection

Abstract

Reading or not reading, is it a question of perception or reality, and we should ask ourselves, the teachers of the 21st century, if the one or the other occurs when we believe that a student does not read because his or her attention is directed to technological media and virtual reading, and thus the concern appears: does an adolescent benefit from virtual reading, or would reading in the classic printed text be more productive? Of course, this question is relevant from certain contexts, because for the young adolescent, who is obsessed by the power of the media and the technological resources that have invaded his cosmology, the one who more than a young student seems to be an astronaut completely wired up in outer space with his headphones and speakers, may not have it. It is there where this art becomes a challenge for teachers, who desperately seek practical and modern methodological techniques, in order to update teachers in the mission of promoting the habit of reading inside and outside their classrooms, which often appear as utopian efforts to motivate the habit of reading as a new paradigm and teaching strategy in the learning process; with new reading techniques such as scoring and fixation.