Diferenças teóricas e práticas entre a leitura compartilhada, leitura dialogada e contação de histórias

Autores

  • Aline Elisabete Pereira Universidade de Santa Cruz do Sul

DOI:

https://doi.org/10.17058/signo.v49i96.19911

Palavras-chave:

leitura compartilhada, leitura dialogada, contação de histórias, desenvolvimento linguístico

Resumo

O objetivo do presente artigo é diferenciar/conceituar as práticas de leitura compartilhada (LC), leitura dialogada (LD) e contação de histórias (CH) - sem a presença física do livro -, por meio de embasamento teórico e pesquisas que evidenciem os efeitos de cada uma dessas práticas como apoio para o desenvolvimento linguístico das crianças, especificamente durante a primeira infância. Trata-se de uma revisão bibliográfica em bases de dados como Google Acadêmico e Scielo, elencando estudos brasileiros e estrangeiros. Os resultados mostram que há diferenças entre as práticas no que se refere aos tipos de habilidades linguísticas que as crianças têm a oportunidade de desenvolver; além disso, ressaltam a importância do leitor adulto como sujeito que conduz a leitura, bem como o planejamento da leitura do livro associada à intencionalidade pedagógica. De qualquer forma, consideramos que todas as abordagens citadas são importantes para o desenvolvimento integral das crianças, dado que as envolvem num contexto de interação com outros sujeitos. 

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Publicado

2024-09-30

Como Citar

Pereira, A. E. . (2024). Diferenças teóricas e práticas entre a leitura compartilhada, leitura dialogada e contação de histórias. Signo, 49(96), 103-110. https://doi.org/10.17058/signo.v49i96.19911

Edição

Seção

v. 49, n. 96, 2024 - Práticas de leitura compartilhada de livros na infância e