THE READING EXPERIENCE LEADING TO THE LOGICAL LEARNING PROCESS

ABSTRACT This article addresses the theme of educational cognitive development, highlighting that the reading experience is a decisive factor in the conduct of logical learning. Its scientific relevance lies in the fact that it addresses a situation in which experience is directly responsible for promoting learning, determining the directions and essential conditions for it, providing a way to understand how children, in their initial stages of building their intellect, gradually become aware of written symbolic forms and their oral expression, through a process of reciprocity and simultaneity. It is a bibliographical research, based on the authors' pedagogical practice, with regard to the teaching of reading, literacy and linguistic literacy. Learning to read is the first step towards achieving reading mastery and this should be taken as a careful and well-planned process, because when demanding fluency from a child in reading and, in the same way, in writing, this can create a block in their creative capacity, limited by their mental age and which is not within the reach of meeting the expectations set by teachers. What we can conclude is that as you master the reading technique, through the experience of the act of reading, you will increase your vocabulary and lexical field.