This article shows some of the results of a doctoral research whose object of study was to investigate what could bring literary reading in the process of incorporation of immigrant students in the host society. The research was placed in the context of Secondary Education of Spain and as starting point we took the objective and subjective needs of immigrant teenager. The design of investigation was shaped from a qualitative/interpretive paradigm and court action research in four classrooms of Spanish. We have focused on the analysis of the reading and writing responses of a sample of thirty immigrant teenagers. Finally, we present the most relevant results in relation to the role of literary reading and virtual writing as tools that enable the creation of inclusive communities characterized by participation, socialization and visibility.

Immigrant teenagers, Inclusive education, Literary reading, Written culture.