The four issues of this journal, written entirely in Spanish, are intended for reading teachers. The first issue focuses on the role of school in the development of readers and writers and contains articles discussing the results of an investigation into the validity of the idea of "level" when measuring students' comprehension of narrative written discourse; a study on difficulties in comprehending various text types; and the implications of a project designed to create an anthology of political stories. Issue Number 2 contains articles focusing on the role of interaction in enhancing comprehension; reviews three common methods of teaching reading comprehension in the Spanish-speaking part of the world. Number 3 discusses how to solve the problems involved in absorbing information while reading; the treatment of the family in modern children's literature; and reading intervention programs. Number 4 touches on the review strategies of university graduates and procedures for teaching a text when creating new educational practices. (CK)