Linguistic and cognitive components that intervene in reading comprehension at the university level from the linguistic communicative model

Abstract

To approach the subject matter of the reading comprehension from the pedagogic point of view it is necessary to know the different components that intervene in the same one with the intention to construct the strategies to orientate the process of education learning. Of there that in the present investigation is referred to the linguistic and cognitive aspects that influence the reading comprehension. The knowledge of the linguistic aspect qualifies the reader to understand (include) the texts of agreement to the rules of language depending on the context and his (its) conventional meaning. Likewise the cognitive components linked with the attention, the motivation, the perception and the previous knowledges current of form articulated to catch the meaning of the reading.