Theoretical and practical differences between shared reading, dialogic reading, and storytelling
DOI:
https://doi.org/10.17058/signo.v49i96.19911Keywords:
shared reading, dialogic reading, storytelling, linguistic developmentAbstract
The aim of this article is to differentiate/conceptualize the practices of shared reading (CL), dialogic reading (DL) and storytelling (ST), through theoretical basis and research that demonstrate the effects of each of these practices as support for the linguistic development of children, specifically during early childhood. This is a bibliographic review in databases such as Google Scholar and Scielo, listing Brazilian and foreign studies. The results show that there are differences between the practices regarding the types of linguistic skills that children have the opportunity to develop; in addition, they highlight the importance of the adult reader as the subject who guides the reading, as well as the planning of the reading of the book associated with pedagogical intentionality. In any case, we consider that all the approaches mentioned are important for the integral development of children, given that they involve them in a context of interaction with other subjects.
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