The love for reading (philanagnosia) is established from the early years of a child and contributes to his cognitive, linguistic, emotional and social development. The contact of a child with books is of crucial significance if we want to cultivate a critical reader and a future active citizen. This study examines the results of implementation of literary- based structured program and instruction in a sample of 450 students. The teacher's contribution is significant as s/he is the one who mediates between students and text, selecting each time the appropriate technique / strategy to lead the students into a critical approach of it and a constructive discussion. This paper presents a survey that was carried out in schools in the prefecture of Chania (Crete) in Greece and aimed at investigating the effects of structured literary-based program and its impact on children’s response as critical readers.

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