Year: 2026
Type: book-chapter
Abstract: The development of reading, oral fluency, and textual production in the early years of Elementary Education requires pedagogical practices that articulate literacy and literary literacy in meaningful learning contexts. This study aimed to analyze how the use of cumulative tales contributes to the articulated development of reading, oral fluency, and textual production of students in the 2nd year of Elementary Education, in light of the literary literacy perspective. This is a qualitative research of interpretive nature, developed in a municipal public school in Canaã dos Carajás, Pará, with two classes, totaling 70 students between seven and eight years old and two lead teachers. Data production occurred over two months, through observation of 12 classes/meetings, field diary records, semi-structured interviews with the teachers, and qualitative analysis of 40 textual productions by the children. Data were examined using the categories reading modeling, literary literacy, oral fluency, and textual production, articulating different sources of evidence. Results indicate that the repetition, predictability, and chaining characteristic of cumulative tales favored the anticipation of events, oral participation, and the organization of written narrative. They also showed that these effects were related to teacher mediation, especially through expressive reading, shared reading, retelling, and creative situations. It is concluded that cumulative tales can function as discursive support for the transition from listening and oral fluency to authorial written production, contributing to literacy practices committed to literary literacy and the formation of readers.
Source: Seven Editora eBooks
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203933335