Reading is understanding a written text. It is an active process in which each reader has a specific objective, a reason for reading, constructing meaning by interacting with it, and bringing into play their previous knowledge. Reading generates thoughts, feelings, ideas and emotions, promoting the idea of reading as a process of interpretation and comprehension, rather than the association of sounds to letters. The aim is for children to read and write as part of a progressive approach to the knowledge of written language.

The literate culture of children of these ages is a knowledge that is generated as a function of the opportunities they have to interact in everyday situations with texts, and with the knowledge and interpretations that adults make of them. To generate the appropriate literate environment, these situations should involve most socially used texts, in different media, such as newspapers or magazines, advertisements, instructions, and anything that can and should be read. During these interactions, alternating reading and dialogue, or stimulating children's responses to questions about the content and medium of the text are strategies that help to focus children's attention.

From the variety of textual typology, children can learn that we read and write in order to:

• • Remember, identify, locate, record, store, store, find out data etc.

  • Communicate or access information.

  • Enjoy, communicate emotions, events, dreams etc.

  • Study, learn, deepen our knowledge.

  • Learning to know how to do things.

Therefore, it essential for teachers to use different types of text in the classroom to develop the initiation of learning to read in their pupils.

The following are examples of enumerative, expository, prescriptive, literary and informative texts.

1. Emergent (3-6).

2. Initial (6-9).

3. Developmental (9-12).