Reading comprehension in teaching Spanish for non-Spanish-speaking students

Abstract

The development of reading comprehension in the training of non-Spanish students from the Spanish subject requires the contextualization of contemporary reading. Reading and writing are not only linguistic tasks or psychological process but also socio-cultural practices. The heterogeneity in the ethnic composition of students who come Cuba to study specific majors in the area of technical sciences, it involves attention to diversity because they have to deal with learning a second language that coexists with the first language. Moreover, Spanish is a language that has an alphabetic writing and that linguistic communication uses two codes: oral and written. Numerous studies point to the complexity of teaching Spanish and the need of discharging the approaches and criterion that have prevailed in the linguistic investigation about reading comprehension it deepens on strategic levels, the steps to follow the understanding of meanings , the models used, reading comprehension it deepens on strategic levels, the steps to follow the understanding of meanings, the models used, reading comprehension as a component of communicative competence until reaching the position that the reader must assume in the current era in the phase of globalization of mass media and the manipulation. The objective of this article is to argue the determining role of reading comprehension in teaching of Spanish for the non-S as a second language foe Spanish speaking students.