This research guide focusing on Primary Education is based on the preliminary analysis carried out by identifying the needs, curricular aspects, and methodological approaches linked to educational and family contexts. The fundamental aim of this guide is to offer a set of tools that address the promotion and encouragement of reading, both in school and out-of-school contexts. This tool offers instruments, innovative activities, and methodological approaches which foster the personal development of children through reading.

At the Infant Education stage, the aim is for children to progressively discover and explore the uses of reading and writing as a source of pleasure, fantasy, communication, representation and information, awakening and strengthening their interest in reading. In Early Childhood Education schools and classrooms, a literate environment rich in texts for social use; situations where writing and reading are functional; and interactions with peers and more literate people, will encourage children to appropriate reading and writing as activities that are part of the everyday life of the culture in which they live. The classroom library, the reading aloud of stories, poems, etc., are key elements in the approach to literature, stimulating the desire to read, whilst allowing children to both integrate into their cultural environment, and approach other more distant contexts. Space and time must be given for reading and writing to encourage children's engagement with texts and free reading.

Within the resource guide targeting Primary Education, two levels have been suggested: an initial one for 6 - 9 years old, and a second for 9 -12 years old. Both levels take an interdisciplinary approach to language, with the main objective being the development of language skills: listening, speaking and dialogue, reading and writing. More specifically, the aim is to encourage the reading and comprehension of literary texts, which will contribute significantly to the development of linguistic and communicative competence, whilst developing knowledge of the language and encouraging reflection on its use in any communicative context.

Developing communicative competence makes it possible to decide not only how to use the language, but also for what, where and with whom to use it. From this reflective and functional point of view of language learning, a series of varied activities are offered which contribute to the development in students of a comprehensive, non-fragmented knowledge, skills and attitudes. Thus, the learning situations respond to the real and significant communicative needs of the students, starting from real communicative situations, favouring dialogue, agreements, debates, etc.