Helping understand written texts: Why start in early childhood education?
Keywords:
Comprehension, Reading, Preschool EducationAbstract
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 emphasis on those involving the practice of shared reading stories with children between 4-5 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.
Downloads
References
Barak, R., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. https://doi.org/10.3102/00346543064004479
Brandão, A. C. P. (2006). O ensino da compreensão e a formação do leitor: Explorando estratégias de leitura. In I. P. Souza, & M. L. F. Barbosa (Eds.), Práticas de leitura no ensino fundamental (pp. 59-75). Autêntica.
Brandão, A. C. P., Bezerra, A. R. da R., & Silva, J. R. P. (2021). Rodas de leitura na educação infantil: A formação de “leitores pensantes”. Revista da FAEEBA – Educação e Contemporaneidade, 30(63), 310-326. https://doi.org/10.21879/faeeba2358-0194.2021.v30.n63.p310-326
Brandão, A. C. P., Leal, T. F., & Nascimento, B. E. S. (2013). Conversando sobre textos na alfabetização: O papel da mediação docente. Cadernos CEDES, 33(90), 215-236. https://doi.org/10.1590/S0101-32622013000200004
Brandão, A. C. P., & Rosa, E. C. de S. (2010). A leitura de textos literários na sala de aula: É conversando que a gente se entende. In A. Paiva, F. Maciel, & R. Cosson (Eds.). Explorando a literatura no ensino fundamental (pp. 69-106). MEC.
Brandão, A. C. P., & Rosa, E. C. de S. (2011). Entrando na roda: As histórias na educação infantil. In A. C. P Brandão, & E. C. de S. Rosa (Eds.), Ler e escrever na educação infantil: Discutindo práticas pedagógicas (pp. 33-51). Autêntica.
Brandão, A. C. P., & Spinillo, A. G. (2001). Produção e compreensão de textos em uma perspectiva de desenvolvimento. Estudos de Psicologia, 6(1), 51-62. https://doi.org/10.1590/S1413-294X2001000100006
Broek, P. van den, Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Eletronic Journal of Elementary Education, 4(1), 259-268. https://www.iejee.com/index.php/IEJEE/article/view/223/219
Buarque, C. (1979). Chapeuzinho Amarelo. Autêntica.
Cahill, M. A., & Gregory, A. E. (2010). Kindergartners can do it, too! Comprehension strategies for early readers. The Reading Teacher, 63(6), 515-520. https://doi.org/10.1598/RT.63.6.9
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 9(1), 31-42. https://psycnet.apa.org/doi/10.1037/0022-0663.96.1.31
Candido, A. (1995). Vários escritos. Duas Cidades.
Castrillon, S. (2011). O direito de ler e de escrever. Pulo do Gato.
Chartier, A-M. (2007). Práticas de leitura e escrita: História e atualidade. Autêntica.
Cheadle, J. (2007). The Early Literacy Skills Assessment (ELSA) psychometric report for both english and spanish versions. High/Scope Early Childhood Reading Institute.
Coscarelli, C. (2014). Decodificação. In I. C. A. S. Frade, M. G. Costa Val, & M. G. C. Bregunci (Eds.), Glossário Ceale: Termos de alfabetização, leitura e escrita para educadores (pp. 84-85). UFMG.
Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of shared reading. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 396-411). The Guilford Press.
Debruin-Parecki, A., & Squibb, K. (2011). Promoting at-risk preschool children’s comprehension through research-based strategy instruction. Reading Horizons, 5(1), 41-62. https://scholarworks.wmich.edu/reading_horizons/vol51/iss1/5
Decreto n. 9.765, de 11 de abril de 2019. (2019). Institui a Política Nacional de Alfabetização. Diário Oficial da União, Brasília, DF.
Eco, H. (2004). Os limites da interpretação. Perspectiva.
Ferreiro, E. (2007). O ingresso nas culturas da escrita. In A. L. G. Faria (Ed.), O coletivo infantil em creches e pré-escolas: Falares e saberes. Cortez.
Ferreiro, E., & Teberosky, A. (1985). Psicogênese da língua escrita. Artes Médicas.
Hogan, T. P., Cain, K., & Bridges, M. S. (2013). Young children’s oral language abillities and later reading comprehension. In T. Shanahan, & C. J. Lonigan (Eds.), Early childhood literacy: The National Early Literacy Panel and beyond (pp. 217-232). Paul Brookes Publishing.
Kendeou, P., Bohn-Gettler, C., White, M. J., & Broek, P. van den. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259-272. https://doi.org/10.1111/j.1467-9817.2008.00370.x
Kendeou, P., Broek, P. van den, White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding. Journal of Educational Psychology, 101(4), 765-778. https://doi.org/10.1037/a0015956
Kleeck, A. van (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions. Psychology in the Schools, 45(7), 627-643. https://doi.org/10.1002/pits.20314
Kraayenoord, C. F., & Paris, S. G. (1996). Story construction from a picture book: An assessment activity for young learners. Early Childhood Research Quarterly, 11, 41-61. https://doi.org/10.1016/S0885-2006(96)90028-9
Lennox, S. (2013). Interactive read-alouds: An avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41(5), 381-389. https://doi.org/10.1007/s10643-013-0578-5
Lynch, J. S., Broek, P. van den, Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29, 327-365. https://doi.org/10.1080/02702710802165416
Marcuschi, A. (2008). Produção textual, análise de gêneros e compreensão. Parábola Editorial.
Marinho, A. de L. S. (2015). A compreensão de textos em crianças da educação infantil. [Dissertação de Mestrado, Universidade Federal de Pernambuco]. Repositório Digital da UFPE. https://repositorio.ufpe.br/handle/123456789/16651
Menin, A. M. C. S., Girotto, C. G. G. S., Arena, D. B., & Souza, R. J. (2010). Ler e compreender: Estratégias de leitura. Mercado das Letras.
Monteiro, S. M., & Soares, M. (2014). Processos cognitivos na leitura inicial: Relação entre estratégias de reconhecimento de palavras e alfabetização. Educação e Pesquisa, 40(2), 449-465. https://doi.org/10.1590/S1517-97022014005000006
Morrow, L. M. (1984). Reading stories to young children: Effects of story structure and traditional questioning strategies on comprehension. Journal of Reading Behavior, 16(4), 273-288. https://doi.org/10.1080/10862968409547521
Morrow, L. M., & Smith, J. K. (1990). The effects of group size on interactive storybook reading. Reading research quarterly, 25(3), 213-231. https://doi.org/10.2307/748003
Myers, P. A. (2005). The princess storyteller, Clara clarifier, Quincy questioner, and the wizard: Reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59(4), 314-324. https://doi.org/10.1598/RT.59.4.2
Nascimento, B. E. S. (2021). Educar para o pensar nas rodas de leitura: Interações dialógicas entre crianças e professoras da educação infantil [Tese de doutorado, Universidade Federal de Pernambuco]. Repositório Digital da UFPE. https://repositorio.ufpe.br/handle/123456789/42894
Nation, K., Cocksey, J., Taylor, J. S. H., & Bishop, D. V. M. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039. https://doi.org/10.1111/j.1469-7610.2010.02254.x
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Neale, M. D. (1999). Neale Analysis of Reading Ability (3rd ed.). Australian Council for Educational Research.
Oakhill, J. V., & Cain, K. (2012). The precursors for reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121. https://doi.org/10.1080/10888438.2010.529219
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468. https://doi.org/10.1080/01690960344000008
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202. https://doi.org/10.1598/RRQ.40.2.3
Pentimonti, J. M., Justice, L. M., & Piasta, S. B. (2013). Sharing books with children. In T. Shanahan, & C. J. Lonigan (Eds.), Early Childhood Literacy: The National Early Literacy Panel and beyond (pp. 117-134). Paul H. Brookes Publishing Co.
Petit, M. (2008). Os jovens e a leitura: Uma nova perspectiva. Editora 34.
Queiroz, J. T. de, Spinillo, A., & Melo, L. (2021). Compreensão de textos de diferentes tipos por crianças da educação infantil. Letrônica, 14(2), Artigo e38590. https://doi.org/10.15448/1984-4301.2021.2.38590
Riter, C. (2009). A formação do leitor literário em casa e na escola. Biruta.
Santana, F. A. de, & Brandão, A. C. P. (2016). Como crianças leem livros de imagem? Revista Inter Ação, 41(1), 165-188. https://doi.org/10.5216/ia.v41i1.36431
Scheiner, E. Y., & Gorsetman, C. (2009). Do preschool teachers consider inferences for book discussions? Early Child Development and Care, 179(5), 595-608. https://doi.org/10.1080/03004430701425851
Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321-331. https://doi.org/10.1037/a0037769
Soares, M. (2016). Alfabetização: A questão dos métodos. Contexto.
Souza, R. J., & Girotto, C. G. G. S. (2014). Estratégias de leitura: Uma alternativa para o início da educação literária. Álabe, (4). https://doi.org/10.15645/Alabe.2011.4.2
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. https://doi.org/10.1037/0012-1649.38.6.934
Tompkins, V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension and language skills in the preschool years. Reading and Writing: An Interdisciplinary Journal, 26(3), 403-429. https://doi.org/10.1007/s11145-012-9374-7
Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of the book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250. https://doi.org/10.1037/0022-0663.93.2.243
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. https://doi.org/10.1037/0012-1649.30.5.679
Whitehurst, G. J., Falco, F., Lonigan, C., Fischel, J. E., Debaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24(4), 552-558. https://psycnet.apa.org/record/1989-02401-001
Ziraldo. (1989). O Joelho Juvenal (Coleção Corpim). Melhoramentos.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Cadernos de Pesquisa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
