Sérgio Rodrigues de Souza
Pedagogue. Post-PhD. in Psychology. Email:
srgrodriguesdesouza@gmail.com.
Maria Nazaré Ribon Silva
Bachelor's degree in Portuguese Language and Literature. Master's degree in Education from the IPLAC Institute - Cuba. Specialization in Portuguese Language Teaching Methodology and School Management. Psychopedagogue. Teacher of Specialized Educational Services - AEE. E-mail: nazareribonsilva@hotmail.com. Lattes CV: http://lattes.cnpq.br/1143785802367605
ABSTRACT
This article addresses the
theme of educational cognitive development, highlighting that the reading
experience is a decisive factor in the conduct of logical learning. Its
scientific relevance lies in the fact that it addresses a situation in which
experience is directly responsible for promoting learning, determining the
directions and essential conditions for it, providing a way to understand how
children, in their initial stages of building their intellect, gradually become
aware of written symbolic forms and their oral expression, through a process of
reciprocity and simultaneity. It is a bibliographical research, based on the
authors' pedagogical practice, with regard to the teaching of reading, literacy
and linguistic literacy. Learning to read is the first step towards achieving
reading mastery and this should be taken as a careful and well-planned process,
because when demanding fluency from a child in reading and, in the same way, in
writing, this can create a block in their creative capacity, limited by their
mental age and which is not within the reach of meeting the expectations set by
teachers. What we can conclude is that as you master the reading technique,
through the experience of the act of reading, you will increase your vocabulary
and lexical field.
Keywords: Reading. Reading experience. Literacy. Linguistic literacy. Logical learning.
Reviewed by Current Scientific Journal
on
novembro 24, 2024
Rating:
