Fostering Learning and Solidarity among Students through the Reading of Universal Classics of Literature: The case of Dialogic literary Gatherings

Abstract

Promoting reading in the initial educational levels plays a central role in order to ensure the academic success of students in future stages. This article analyzes the Dialogic Literary Gatherings (TLD), a Successful Educational Action based on the reading and discussion of classic works of universal literature, which is being implemented in several schools in Spain and different Latin American countries. Through the history of Khadija (10 years old), a Moroccan student attending a primary school in Spain, the article discusses how Dialogic Literary  Gatherings, besides contributing to accelerate instrumental learning through the reading of the best works of literature, fosters among students values and feelings, such as friendship and solidarity, fundamental in the emotional and academic development of children.