Lectura compartida y estrategias de comprensión lectora en educación infantil

  1. María Teresa Llamazares Prieto 1
  2. María Dolores Alonso-Cortés Fradejas 1
  1. 1 Universidad de León, España
Revue:
Revista Iberoamericana de Educación

ISSN: 1681-5653,  1022-6508

Année de publication: 2016

Titre de la publication: Educación infantil (I) / Educação infantil (I) / Coordinadoras / Coordenadoras: Isabel María Gallardo Fernández, Isabel Ríos García, Pilar Fernández Martínez y Gelta Terezinha Ramos Xavie

Volumen: 71

Número: 1

Pages: 151-171

Type: Article

DOI: 10.35362/RIE7109 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista Iberoamericana de Educación

Résumé

Today, the storytelling is a common practice in kindergarten classrooms. Almost daily, the children sit in the area for the classroom library and enjoy listening to stories which are read aloud by their teachers. Clearly, this activity helps learners develop a love for reading and to familiarize themselves with the written language. However, we wonder if it usually well exploited so that children can learn to be active and strategic readers. Since we firmly believe that more profit can be taken of this pleasant routine, in this paper we try to show how storytelling can become an opportunity to teach reading strategies and, therefore, to develop, from an early age, reading comprehension skills. For this purpose, after defining a conceptual framework, a didactic sequence for shared reading with big book is proposed and it is as well illustrated with examples of and implementation held in a classroom with children aged 4 and 5 years.

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