Literary workshops: comprehension strategies as a possibility for the formation of reading attitudes in childhood
DOI:
https://doi.org/10.5902/1984644468517Keywords:
Reading Strategies, Early Childhood Education, Formation of reader attitudesAbstract
This article seeks to present the results of an intervention proposal in comprehension strategies, focusing on the “Inferences” strategy for Early Childhood Education. The results are the result of a Stricto Sensu (Doctoral) Graduate Studies in Education research, which aimed to understand the possibilities of reading strategies for forming reading attitudes from childhood to develop mediated practices, boosting the formation of the small reader in Early Childhood Education. Thirty-six children from two classes of Early Childhood Education (Pre II), with an average age of 5 and 6 years, participated in the research. One group (16 children) constituted the control group, and the other group (20 children), the intervention group, participated in literary workshops. The research went through the following phases: initial evaluation of comprehension strategies, literary workshops and final evaluation of comprehension strategies. The set of workshops entitled “Little Reader” had as theoretical support an approach to teaching American reading strategies. The results were presented, articulating the qualitative and quantitative dimensions in the search for a dynamic interrelationship. The results point to the benefits of interaction with literary books and the organization of shared reading situations in Kindergarten, in which the child can appropriate and internalize initial elements for later full and individual use of reading. Thus, it is up to the school to create conditions for children to experience reading meaningfully and use their developing reading attitudes.
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