Vol. 49 No. 96 (2024): Práticas de leitura compartilhada de livros na infância e relações com o desenvolvimento linguístico e cognitivo

Published: 2024-09-30

v. 49, n. 96, 2024 - Práticas de leitura compartilhada de livros na infância e

  • Apresentação

    Aline E. Pereira, Márcia Mota, Laura M. Justice
    DOI: https://doi.org/10.17058/signo.v49i96.19920

  • Shared reading in the family context: Conceptual models, empirical evidence and the COVID-19 pandemics

    Gabriella Koltermann, Jerusa Fumagalli de Salles
    03-16
    DOI: https://doi.org/10.17058/signo.v49i96.19370

  • Impacts of Shared Reading on Linguistic Development in Early Childhood - Systematic Review

    Carmen Lucia da Silva, Márcia Maria Peruzzi Elia da Mota, Carlos Eduardo Nórte
    17-33
    DOI: https://doi.org/10.17058/signo.v49i96.19320

  • A leitura compartilhada como instrumento de desenvolvimento da compreensão textual de alunos do 3º ano do Ensino Fundamental

    Jan Edson Rodrigues Leite, Morgana Farias de Luna
    34-50
    DOI: https://doi.org/10.17058/signo.v49i96.19571

  • Perception of shared reading practice: pedagogical project "enhancing reading fluency"

    Sheila Garbulha Tunuchi de Campos, Rosa Aparecida Pinheiro
    51-62
    DOI: https://doi.org/10.17058/signo.v49i96.19381

  • A leitura compartilhada e a linguagem escrita no contexto escolar: um olhar a partir da Teoria Histórico-Cultural

    Geisiele Stefany Spares Costa, Ellen Marques dos Santos , Michelle De Freitas Bissoli
    63-74
    DOI: https://doi.org/10.17058/signo.v49i96.19402

  • Shared reading by children with Autism Spectrum Disorder: systematic review in the Brazilian context

    Rafael Rossi de Sousa, Silvia Brilhante Guimarães
    75-90
    DOI: https://doi.org/10.17058/signo.v49i96.19379

  • The benefits of shared book reading for the linguistic-cognitive development of children with Autism Spectrum Disorder

    Diele Martins Silveira , Aline Elisabete Pereira
    91-102
    DOI: https://doi.org/10.17058/signo.v49i96.19913

  • Theoretical and practical differences between shared reading, dialogic reading, and storytelling

    Aline Elisabete Pereira
    103-110
    DOI: https://doi.org/10.17058/signo.v49i96.19911

  • Reading circles as a pedagogical experience for readers’ formation

    Cádia Mara Dorneles Carus, Noemi Boer, Adriana Claudia Martins
    111-121
    DOI: https://doi.org/10.17058/signo.v49i96.19355

  • Literary reading strategies in the literacy process: contributions to the formation of readers

    Ilsa do Carmo Vieira Goulart, Keila Montes Pereira Rodrigues
    122-136
    DOI: https://doi.org/10.17058/signo.v49i96.19417

  • Storytelling: recontextualizing language in literacy for student learning

    Doutora, Doutora, Mestre
    137-151
    DOI: https://doi.org/10.17058/signo.v49i96.19387

  • Effects of education on the ability to make inferences

    Katia de Matos Palinha, Márcia Maria Peruzzi Elia da Mota
    152-162
    DOI: https://doi.org/10.17058/signo.v49i96.19569

  • Learning vocabulary by Reading digital books: a comparative study

    Gianndre Roberto Coelho de Souza Ferreira, Andréia Schmidt
    163-176
    DOI: https://doi.org/10.17058/signo.v49i96.19575

  • Relationships between Phonological Awareness, Phonemic Awareness and Letter Knowledge Skills, Associated with a Phonic Instruction Program, on Reading and Writing Performance

    Solange de Fátima Andreassa Di Agustini, Maria Regina Maluf
    177-194
    DOI: https://doi.org/10.17058/signo.v49i96.19178

  • Stories in motion: working on social skills through stories and yoga in elementary school

    Rejane Ribeiro, Adriana Benevides Soares
    195-207
    DOI: https://doi.org/10.17058/signo.v49i96.19573

  • Telling stories: the contribution of reading literary texts for literacy

    Mirian Hisae Yaegashi Zappone, Thais Fernanda de Sousa, Isabelly Oliveria Fernandes de Sousa
    208-221
    DOI: https://doi.org/10.17058/signo.v49i96.19896