Reading practices in academic writing centers and programs

Abstract

The history and evolution of writing centers and programs in higher education has been a widely discussed topic, and much of the literature in this respect reveals its most common practices. However, little mention has been made of reading comprehension as an integral part of the issues that concern these spaces, although a few years ago there has begun to be a hint of interest. In order to do so, this text intends to reflect on the importance of these places to include in their practices and services the development of reading competence, conceiving this as indispensable in the construction of an adequate communicative competence and support for academic literacy. In addition, letting in evidence that, taking advantage of the characteristics of these places, from the implementation of a reading comprehension will promote autonomy within the academic formation in discursive genres.