The acknowledgement of reading as an important skill in the teaching of a foreign language is generally accepted, proving its full potential within the study of the English language and its implications for teaching and learning, bringing its contribution to other areas of the curriculum as well. The teaching of reading in the Romanian national curriculum is not seen and done in isolation from the other skills of the language, but from an integrative perspective and from the point of view of an interactive model. Teaching reading offers plenty of transdisciplinary and interdisciplinary applications, into a metacognitive paradigm as well.
• In her book, „The Reading Zone”, Nancie Atwell considers that the free choice of books and time to read them should be a child’s right from kindergarten until highschool.
„ The reading zone is the place where readers go when they leave our classroom behind and live vicariously in their books” says Nancie Atwell.
But the solitude of this „world” and the difficulties encountered can be surpassed with the help of teachers , able to create stimulating opportunities for reading, by sharing experiences with peers, with proper guidance and encouragement, inside and outside the classroom walls. When teaching reading for elementary learners we must be very careful to create a supportive atmosphere and to build learners’ self-confidence. Otherwise, they will remain trapped in the “Vicious Cycle”, considering themselves unable to read because they don’t know enough words or grammar. Freeing them from the anxiety created by some texts, reducing the use of dictionaries, encouraging them to ignore difficult words, suggesting comprehension strategies, “warming them up”, can obviously encourage them to “attack” more difficult texts in the future.

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