Best critical-functional reading practices in English for university

Abstract

In the teaching-learning process of reading in English with university students, there is a lack of reading habits in this language, which makes understanding, interpretation and critical evaluation of information difficult. The disarticulation of critical and functional reading practices produces poor reflection, systematization and critical attitude towards information.
The theoretical and practical study carried out manages to unravel, through the analysis-synthesis; induction-deduction; surveys, interviews, tests and observations, the need to articulate the critical and functional reading for its didactic treatment. The derived didactic actions allow to project critical-functional reading practices in English for university students through guidance guides.