This article provides an overview of the importance of reading classical literature in school classrooms. Scientific evidence suggests that: 1) there is a concern about the difficulty of developing reading habits among younger students in school-age groups, 2) there is a recurring question about new technological platforms as multimodal didactic tools for the formation of model readers of universal classical literature, and 3) in Latin America, the production of scientific material on the didactic use of universal classical literature is limited. The aforementioned situation presents a significant opportunity to undertake a study that contributes new knowledge and enriches existing research in this field.

The following questions were posed: 1) What is a model reader of literary and non-literary works? and 2) How is a model reader formed in the 21st century amidst the direct and overwhelming competition of new communication technologies? The answers to these questions were presented in a document following the structure of an argumentative text. It is worth noting that this article is proposed within the framework of the doctoral research that the author is currently conducting in the Doctorate in Education at the University of Panama.