Abstract

The consideration of the reading emotional dimension in teacher plannings is one of the most important educational innovations in the field of Language and Literature Didactics. Nevertheless, it is still an unexplored field and with few theoretical concretions which organize the emotional education aspects involved in the reading experience. This study offers a proposal of a mixed emotional intelligence model applied to reading experience in scholar context which explains the mediation process steps and the necessary skills of which the affective and effective emotional agent’s relationship depends: the mediator, the reader, the book and the peer group. The theoretical framework reviews the principal models of emotional intelligence proposed by different experts in the field applied to the business and, to a lesser extent, the education, which assume the revolutionary theory of multiple intelligences of Howard Gardner (1983) and the concept of emotional intelligence of Salovey and Mayer (1990).