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Until now, the publishers have presented methods, booklets, files to work with the reading process from Early Childhood Education with resources that interrelate or combine two or three methods, and this process begins at an early age, either due to family pressure, to achieve excellent results within the educational centers, by the Pisa reports where we present low levels of reading comprehension or because the higher cycles manifest their demands and failures at the lower levels. As Irene Balaguer, president of the Rosa Sensat Association, states: “There is a terrible and enormous pressure to advance the school in the sense of the subjects, of reading and writing, but to advance the formal learning, far from reinforcing their desire to learn, what it does is that they become extremely bored.” Early Childhood Education is presented in the laws of education and in the development of these as a copy of Primary Education, division of content by areas or subjects and the input of various teachers to give such teachings. Learning ceases to be playful without taking into account the interests of the students to become an education structured in schedules, content, and evaluation; where individual work predominates, by means of cards (although it is done in a group way), biasing the child’s curiosity and autonomy. Reading continues to be competence, just see info here that we must acquire in order to learn since students read in various formats: traditional books, electronic books, apps, chat messages, websites, blogs, video game instructions, infographics, and audiovisual images. The generations of yesteryear learned to understand the world through reading in paper books, however, today young people and infants learn to understand the world through technology and virtual realities, as Prensky affirms in Natives and Immigrants Digital .