Resumo

SILVA, Carmen Lucia Martins da  e  MOTTA, Márcia Maria Peruzzi Elia da. Effects of an Intervention in Shared Reading in Early Childhood Education. Paidéia (Ribeirão Preto) [online]. 2025, vol.35, e3521.  Epub 27-Out-2025. ISSN 0103-863X.  https://doi.org/10.1590/1982-4327e3521.

Shared reading can be defined as an umbrella term that encompasses various forms of reading done by a more proficient reader, usually an adult, and a child. The present study aimed to investigate if an intervention in Early Childhood Education could help in developing emergent literacy skills: phonological awareness, vocabulary and letter knowledge. Thirty children from a public Early Childhood Education school in Niterói, RJ, participated in this research. Children were divided into control and experimental groups, assessed before and after the intervention using Phonological Awareness and Vocabulary tests and a Letter Knowledge task. The results showed significant effects of the intervention for phonological awareness and letter name knowledge. We hope to broaden the scope of research in this field and to help the development of strategies that will be used to contribute to the development of literacy precursor skills.

Palavras-chave : reading; literacy; vocabulary; phonological awareness; learning.

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