READ-ALOUD AND ITS CONTRIBUTION TO TEACHING: A BIBLIOGRAPHIC STUDY

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Abstract

This article aims to verify how read-aloud is a necessary practice for teaching and learning in different discursive practices in Portuguese language classes. For this, a theoretical study based on bibliography, based on qualitative research, is used to present how the practice of read-aloud can become an ally to the teacher, not only to point out points that need improvement, but to contribute to the development of specific skills in reading, comprehension and, by extension, orality and text production. As a result, it was realized that the practice of read-aloud in the classroom is a necessary activity and its extremely important contribution to reading and comprehension, orality, production and textual revision, in addition to serving as a signal to detect problems related to decoding, reading fluency and comprehension.

Author Biography

Marcos Suel dos Santos, Universidade Federal de Alagoas

É doutorando em Linguística (PPGLL) pela Universidade Federal de Alagoas (UFAL). Mestre em Letras (ProfLetras) pela Universidade Federal de Alagoas (UFAL). Especialista em Letras: português-inglês pela Faculdade São Luís de França (FSLF). Especialista em Neuroaprendizagem pela Universidade Norte do Paraná (UNOPAR). Pós-graduando (especialização) em Linguística Aplicada na Educação pela Universidade Cândido Mendes (UCAM). Graduado em Letras pela Universidade Norte do Paraná (UNOPAR). Atualmente é Técnico Pedagógico na Secretaria Municipal de Educação de São Sebastião, Alagoas. Interessa-se pelos estudos da Leitura e Cognição, com foco no processamento de reconhecimento das palavras escritas na leitura em voz alta; nos processos de decodificação; na leitura em voz alta. Além de interessar-se ainda pela área da Linguística Textual. É integrante do GETEL: Grupo de Estudos do Texto e da Leitura: perspectivas interdisciplinares.

PUBLICAÇÃO CONTÍNUA

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Published

2021-10-09

Issue

Vol. 43 (2021)

Section

Artigos Tema Livre

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