The logical-inferential process as a strategy for the critical reading of argumentative texts in middle school

Abstract

The purposes of this article are: 1. to talk about the context in which the problem to be addressed originates (reading comprehension at a critical level in the classroom); 2. to establish the background of research and studies carried out about this problem; 3. to briefly present the concepts and theories that have served as the basis for addressing this problem; 4. Some relevant aspects are underlined within the article as a conclusion. The foregoing is seen from different perspectives which range from own vision of the researcher from his teaching practice in the classroom to, as indicated, specify the concepts and theories that have been carried out at the international and national level on the subject, which will allow a judicious examination of the problem that is the object of this paper.