Young adult reading: best sellers and academic titles. Notes for a characterization of the reading

Abstract

Deep in the framework of the review reader process we live in recent years, is intended to reflect here on the relationship between school readings and voluntary readings of students, as well as the continuation as readers of teenagers concluding their school non-university training. This paper compares two well distinct models of young adult literature (the bestseller and the historical novel) with the aim of highlight their differences in terms of literary strategies, but especially on the effects of reading. We establish the comparisons from the contributions of Umberto Eco, among other authors, on reading levels and different models of reader that are conducive to the texts. Analyzed historical novels suggest reading more complex strategies. From some narrative good characteristic elements of the current young adult novel, try to lead the reader to less well-known areas. Analyzed best-sellers seeking, on the contrary, complacent reading processes, prevent risk factors, are in little demanding communication modes. However, the corpus of historical novel contributes more to build solid reading paths.