The study analyses the reading diary in the processes of welcoming immigrant families. It is an exploratory, qualitative and ethnographic case study. The research focuses on the relation between literary reading and writing. The study was conducted at the school library in an Infant and Primary School during a school year with a group of six immigrant mothers. The findings show that the shared reading of literary text in a cozy context favors the development of attitudes towards written culture. The reading diary is used to make shared readings memorable, as well as an instrument of language appropriation. On the other hand, it shows the need for the informants to write to tell their own life experiences in the host language. Finally, the relationship between literary reading and writing is confirmed. © 2019 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.

immigrants Reading writing relationship Reading processes School community social integration

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