In according to place, the activities the books must be in an appropriate level of difficulty for the pupils. In accordance with Adans (1990), ' ' It has evidences of that the performance of the reading is improved by the use of materials that a pupil can read with low a percentage of errors (of 2 5%) and of that the pupils who more than read materials with 5% of errors they tend if to move away from the task during instruo' ' (p.113). In third place the objectives of the significant learning must guide the election of activities. The basic objective of the professor is to stimulate the reading must be strengthenn to become the reading a useful, valuable and desirable activity. Recently, Marzano (1992) more than revised 30 years of research on the learning process and developed an instructive model. Perhaps first and the more basic dimension of this positive model includes the attitude and the perceptions on the learning. The climate of the section of lesson is composed for external favors to the pupils (for example, the quality and amount of reading materials and the physical arrangement of the classroom), as well as of the attitudes and the perceptions of the pupils.
Marzano observes that the attitudes and the perceptions of the student affect its mental climate for the learning; Moreover, an order and comfort sense is crucial aspects in this environment. A STRUCTURE TO STIMULATE AND TO MOTIVATE the Cambourne READING (1991) presented diverse conditions of learning and applies them it the learning of speaks. It also defied the educators to apply these conditions to other types of learning. The model presented in the figure to follow was developed by Cambourne. It enters the learning conditions, two are seen as vital if to want to involve pupils in the reading: Immersion and demonstration. The other conditions? expectations, responsibilities, use, approaches and reply? if gifts, intensify the envolvement of the pupils in the learning.