Read bit and you will be like many, read a lot and be as few

Abstract

The current conception of reading has changed extraordinarily in recent decades although it has to be said that this development has not yet permeated to many teachers and educators. Now, while the initial stages of reading acquisition are still regarded as being of fundamental importance, reading competence is also seen as being based on different types and levels of knowledge and as a skill which develops and changes throughout our whole lives. This new conception of reading competence raises issues concerning more appropriate and accurate diagnoses through, for example, the ECOMPLEC test, as well as requiring more integrated and transversal interventions involving teachers and parents.