Abstract:

Several studies carried out by the Colombian Institute for the Evaluation of Education (ICFES), about the results of state tests from Elementary and High education (ICFES, 2016, 2014), have shown that students have low competence levels in linguistic skills, specifically in reading, writting and oral comprehension and expression. In that case, at Saber Pro test results from Child Pedagogy students of Vicerrectoría Bogotá Sur (ICFES, 2017), showed a lacking of reading and writing development and use as learning mechanisms and academic training.

From this perspective, a research work based on the mixed approach, descriptive type, with a cross-sectional design and census sample searched to design a transversal proposal of training in reading and writing academic processes to improve language skills development in the professional training for child pedagogy students from Vicerrectoría Regional Bogotá sur de la Corporación Universitaria Minuto de Dios.

As a result from this research work, it was concluded that:
1. The reading and writing academic competence is widely developed by students, although their status is not ideal, so that, they should be the object of work and research in the classroom (Carrasco, Encinas, Castro and López, 2013).
2. A low level of critical textual development is percieved, it was evidenced in the critical commentary, vital in the student communicative competence development (González, 2013).
3. It shows ignorance of basic rules to make good use of communicative competence in different contexts, that is vital in the teaching task (Rubio, 2009).
4. There was not evidence about optimal cognitive and metacognitive skills development, which would allow students to self-regulate their communicative skills and build representations based on the interaction with the text (Serrano & Madrid, 2007).
5. Deficiency in acceptability of arguments presented by the students and mental ideas which are transfered is evident; it reflects a low level of development of thought elements associated with the cognitive structures from students (Villarini, 2003).

At the end; from this research work, a Methodological Guide was proposed to promote the development of linguistic competences: reading and writing, at students from Vicerrectoría Bogotá Sur through communication techniques: critical reading, report, review and test.

Keywords:

Linguistic competence, reading, writing, strategies, critical reading.