Diversidad de criterios a la hora de abordar la categoría comprensión lectora

Abstract

This article is aimed at offering a theoretical foundation about the development of reading comprehension skills in the contemporary English lesson. A reference is made to the ºdiversity of criteria that there exists regarding this category, specifically when the process occurs in artificial situations. Besides, the authors offer their viewpoints on the topic, as well as a model class where some theoretical support dealt with are put into practice. This work might be very useful, both from the theoretical and from the practical points of view.