Abstract

After recalling what is understood by literary education and the importance of planning it to achieve a competent reader, the different types of reading are referred to and the importance of bringing selections that include works dealing with war and social conflicts to the youngest children is reflected upon. The first testimonial, realistic albums, written or translated into Spanish, are also recalled and their importance is justified. Finally, it ends by asking legislative agents to set up a voluntary reading plan to help the mediator in his or her functions, especially in the task of enriching the imagination of the youngest.