A leitura compartilhada no desenvolvimento de habilidades sintáticas

Abstract

Shared reading has been widely studied as a factor that establishes positive relationships with various metalinguistic skills that promote reading, including vocabulary, language-related skills, and oral comprehension. Syntactic skills are part of metalinguistic abilities and are related to good reading performance. This study aimed to verify whether the practice of weekly shared reading is related to the development of these skills. The research was conducted in two public schools in the municipality of Rio de Janeiro and involved children aged 6 to 7 years old, students in the 1st year of Elementary School, who were divided into an intervention group and a control group. After administering pre- and post-tests on phonological awareness, syntactic skills, and intelligence, separated by a 4-week shared reading intervention, it was observed that the intervention group showed gains in one of the measured skills, syntactic awareness, compared to the control group, suggesting significant effects of the intervention. Our findings may contribute to the production of new research, as well as guide pedagogical practices in the school environment and promote reading as a frequent activity in children's routines.