This paper elaborates on the theoretical principles that have oriented the design of reading and writing programs and on the strategies that have been followed in their implementation. It aims to offer generalizations that can be useful to different institutional and geographical contexts. Different relevant issues are theoretically discussed: Literacy programs’ teaching objects; appropriate methodologies for effective learning and teachers’ role in this process; professional teams that can be assigned this responsibility; and, consequently, the institutional place of a program of this kind. Additionally, the fundamental strategies that contribute to the implementation of these programs are explored, specially taking into account the need to sustain in time these initiatives across the different degrees in the universities and higher educational institutions where they would be implemented.
Moyano, E. I. (2018). READING AND WRITING PROGRAMS DESIGN AND IMPLEMENTATION IN HIGHER EDUCATION: PRINCIPLES AND STRATEGIES. Lenguas Modernas, (50), Pág. 47 – 72. Retrieved from https://analesfcfm.uchile.cl/index.php/LM/article/view/49251
