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HELPING UNDERSTANDING WRITTEN TEXTS: WHY START IN EARLY CHILDHOOD EDUCATION?
Cadernos de pesquisa (Fundação Carlos Chagas), 2023, Vol.53
[Peer Reviewed Journal]
ISSN: 0100-1574 ;EISSN: 1980-5314 ;DOI: 10.1590/198053149455_en
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Title:
HELPING UNDERSTANDING WRITTEN TEXTS: WHY START IN EARLY CHILDHOOD EDUCATION?
Author:
Brandão, Ana Carolina Perrusi
;
Silva, Alexsandro da
Is Part Of:
Cadernos de pesquisa (Fundação Carlos Chagas), 2023, Vol.53
Description:
Abstract The paper discusses the development of comprehension of texts with children who do not yet read conventionally. With this intention, we conducted a review of research in the area of cognitive psychology with an emphasis on those involving the practice of shared reading stories with children between 4 and 5 years old. In the analysis of these studies, we discussed the implications of their results for pedagogical action, evaluating the potential of certain methodological procedures adopted to develop children’s comprehension. Finally, we reflect on alternatives for exploring both reading strategies and text content in order to guide the formation of “active listeners” who produce meaning from the texts they listen to and who, later on, will be able to read autonomously. Resumen El artículo discute el desarrollo de la comprensión de textos con niños que aún no leen de manera convencional. Con esa intención, realizamos una revisión de investigaciones en el área de la psicología cognitiva, con énfasis en aquellas que envuelven la lectura compartida de histórias con niños entre 4 y 5 años. En el análisis de estos estudios, discutimos las implicaciones de sus resultados para la acción pedagógica, evaluando el potencial de ciertos procedimientos metodológicos adoptados para desarrollar la comprensión de los niños. Finalmente, reflexionamos sobre alternativas para explorar tanto las estrategias de lectura como el contenido de los textos con miras a orientar la formación de “oyentes activos”, que produzcan significados a partir de los textos que escuchan y que, más adelante, podrán leer de manera autónoma. Résumé L’article traite du développement de la compréhension de textes avec des enfants qui ne lisent pas de façon conventionnelle. Pour ce faire, nous avons réalisé une revue des recherches dans le domaine de la psychologie cognitive, particulièrement sur celles impliquant la lecture partagée d’histoires avec des enfants entre 4 et 5 ans. Dans l’analyse de ces études, nous discutons de l’implication de leurs résultats pour l’action pédagogique, évaluant le potentiel de certaines procédures méthodologiques adoptées pour développer la compréhension des enfants. Enfin, nous réfléchissons à des alternatives pour exploiter à la fois les stratégies de lecture et le contenu des textes en vue d’orienter la formation d’“auditeurs actifs”, qui produisent du sens à partir des textes qu’ils écoutent et qui, plus tard, pourront lire de manière autonome. Resumo O artigo discute o desenvolvimento da compreensão de textos com crianças que ainda não leem convencionalmente. Com essa intenção, conduzimos uma revisão de pesquisas na área de psicologia cognitiva, com destaque para aquelas envolvendo a leitura compartilhada de histórias com crianças entre 4 e 5 anos. Na análise desses estudos, discutimos as implicações dos seus resultados para a ação pedagógica, avaliando o potencial de certos procedimentos metodológicos adotados para desenvolver a compreensão das crianças. Por fim, refletimos sobre alternativas de exploração tanto de estratégias de leitura quanto do conteúdo do texto com vistas a orientar a formação de “ouvintes ativos”, que produzem sentidos com base em textos que escutam e que, mais adiante, poderão ler autonomamente.
Language:
English
Identifier:
ISSN: 0100-1574
EISSN: 1980-5314
DOI: 10.1590/198053149455_en
Source:
DOAJ Directory of Open Access Journals
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