Abstract

ALBUQUERQUE, Analice Maria da Silva  and  DIAS, Émille Burity. The miracle of reading aloud: An integrative review. Rev. psicopedag. [online]. 2025, vol.42, n.128, pp.342-354.  Epub Sep 12, 2025. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20250031.

Family literacy practices prove to be strong allies in children’s literacy performance. Reading aloud (RA) is a basic practice, preponderant to parents’ income and schooling, for future success in learning to read and write. The RA, specifically, proves to be an opportune tool, already established in the scientific literature, as it consolidates necessary skills to guarantee this acquisition. So, this integrative study proposed to meet these findings, in order to mention the cognitive impacts from reading aloud that predict literacy, the barriers encountered in this achievement and which indicators for a more efficient practice. To obtain the desired result, the adopted research took as products the literature of systematic review, bibliographical review, official documents and empirical studies published between 2012 and 2022, in Portuguese and English. The main studies show that in addition to physiological changes in both cerebral hemispheres, reading aloud also provides positive inferences in cognitive functioning, with regard to memory, executive, emotional and language skills. However, in the amplification of the RA, barriers such as access to books, parents’ literacy level, stress and tiredness of guardians and limited knowledge about how and why to read to children are notable. Published booklets sanction the last barrier but there is little publicity about it.

Keywords : Reading Aloud; Cognition; Barriers; Realization.

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