The architecture of the reading mind: Interactivity and cognition processes in children and adolescents

Abstract

This article arose from the need to understand how the architecture of the reading mind is constituted within the school context, based on a bibliographic study that seeks to comprehend its fundamental role in the formation of critical and autonomous readers. Reading is understood not merely as a technical skill, but as a complex cognitive process that involves comprehension, interpretation, and the construction of meaning, as discussed by Lev Vygotsky (1998) and Jean Piaget (1976), who emphasize the relationship between language, thought, and the cognitive development of children and adolescents. From this perspective, authors such as Frank Smith (1989) and Kenneth Goodman (1996) contribute by viewing reading as an interactive process in which the reader mobilizes prior knowledge to make sense of the text. In the Brazilian context, Magda Soares (2004) and Ângela Kleiman (1995) highlight the importance of social reading practices and literacy within the school environment. The study also discusses strategies that enable educators to identify students’ interests, taking into account their experiences, cultural backgrounds, and developmental levels—an aspect that aligns with Emília Ferreiro (1999) in her work on the construction of knowledge about written language. In addition, it presents pedagogical activities designed to foster both the enjoyment of reading and the development of reading habits, promoting a meaningful and motivating learning environment. Thus, it becomes evident that the school plays a decisive role in the formation of readers. It is essential that reading instruction be connected to practices that stimulate curiosity, reflection, and students’ active engagement, contributing to their cognitive, social, and emotional development.