In this work, which has had a great impact on the educational media, the way to learn to read is clearly developed, advocating a new method of learning, through an active methodology that insists on promoting learning as a visual exercise and as understanding, based on the environmental and daily experiences of the students, with a pedagogical line that fundamentally differs from the ideas that until recently were undisputed. The approaches made by the author break with several stereotypes. Learning to read is for Foucambert not the tedious assimilation of a mechanic, but an exciting adventure where play and knowledge are combined. Reading this book is crucial to understanding the errors of the past, setting out the future work of increasingly conscious educators. To do so, it is necessary to join forces, institutionalize this new approach, as well as exchange experiences to transform a difficult process into a wide path of success and satisfaction, leading the subject to become a good reader. The purpose of this work is to present a set of pedagogical practices related to learning to read in children aged two to eleven, as well as to situate its process and origins among the trends that are manifested in this field.