Until the end of century XVIII, the reading is an activity carried through in the conviviality of the family, where if they read and they reread books in high voice so that it had the memorization of the text, in such a way, the reading was done for itself and the others, thus the existence of mediators in the societies became very common no-alfabetizadas that they transmitted the reading. This activity to read in high voice passed to be exerted, with talent, in propagandist the mundane halls and had as one of its great Ernest Legouv, that affirmed to be this activity a true critical reading, imposing in the programs of the primary schools in 1882 e, with this, promoting the taste for the reading. For some theoreticians as Chartier and Hebrad, the reading in high voice made possible to disclose the direction deep of the text, what it did not occur with that one carried through of form low and fast, with quiet aspect, therefore they believed to be inefficacious for consisting in an obstacle to the true understanding of the text. Sela Ward wanted to know more. In elapsing of the years, many methods of learning are created having for base, still, the reading in high voice, however, in the year of 1938, the French Ministry introduced the quiet reading in the classrooms of study end (last series of the primary course), conquering its place in the pedagogical field and receiving the label from true reading in the French official Institutions, therefore it passed to be considered one practical natural and efficient one that made possible the true understanding of the text. Destarte, becoming a historical retrospect regarding the presence of the reading in the societies, can be observed that the model of the true reading was for much time the reading in high voice, being substituted gradually for the quiet reading. However, its relevancy in certain functions, that exactly not inherent to the act to read, are very important.
