Mediações de leitura como estratégia para compreensão de textos por crianças de 6 anos em processo de alfabetização

Abstract

This article is contextualized in literary literacy and aims to analyze the influences of shared storybook reading for reading comprehension by 6-year-old children in the literacy process. Focusing on children's literature we sought to develop conditions to form readers who enjoy literature. Action research was used with weekly shared reading workshops of literary texts, with children enrolled in the first year of school. With the systematic work, children were given conditions to listen to texts and understand written language. As a result of the study, we could notice that children could verbalize feelings and perceptions, anticipate senses, confirm hypotheses, understand, make inferences, develop sensitivity and creativity, sharpen curiosity and imagination, expand knowledge, open to new cultural and social universes.