Engajamento e Participação Verbal de Crianças Pré-Escolares durante Leitura Compartilhada de Histórias

Abstract

Introduction: Many studies suggest that shared book reading (SBR) helps children to develop verbal repertoires, which can be enhanced by using extratextual strategies for the explicit teaching of words. Few studies explicitly relate the type of extratextual strategy to children's levels of engagement and verbal participation. Objective: To verify the relationship between extratextual strategies for teaching words and measures of engagement and verbal participation of children, during SBR and complementary activity sessions. Methodology: Participants were 13 preschool children (five girls), aged between 4 and 5 years. Videos of three SBR sessions and a complementary activity session were transcribed and categorized according to the type of extratextual strategy used by the researcher, the type of engagement (active or passive, measured by children's non-verbal behavior), and the children's verbal participation during the sessions (related or not to the activity and the target words). R