EDUCATIONAL MODEL OF THE COMPREHENSION OF WRITING TEXTS FROM A LINGUISTIC- TEACHING PERSPECTIVE

Abstract

A educational model of the comprehension of writing texts from a linguistic-teaching perspective is addressed.
It is conceived as of the preparation of first year beginner students of Bachelor’s in Primary Teaching, so that
favors the development of kinds of professional intervention. Dialectic connections are distinguished between:
the decoding dimension of meanings, the dimension of orientation and the dimension of methodological
intervention, whose theoretical guide is the Historical Cultural Point of View of Vigotsky and their supporters,
emphasizing in the Next Zone of Development, and the Sociocultural Communicational Cognitive Point of View, of
Angelina Roméu Escobar, which has its basis in the Textual Linguistics.