Children's stories: a didactic strategy to strengthen reading and writing skills in children in the first year of elementary school.

Abstract

It is an undeniable fact that, given their importance at the cognitive, affective and social level, reading and writing are primordial notions that are not learned in isolation, but through an integrated, dynamic and constructive process, which requires the practice of a series of skills and abilities for their concretion; However, reading is more weighted than writing, because often, parents or close adults read stories and correct their expressions to the little ones. These skills, which form the basis of future learning, are indispensable for developing increasingly elaborate levels of thinking, communication styles and interaction with the environment. The present study aims to determine the incidence of children's stories in literacy in the first grade of basic general education. The research has a quantitative approach and a quasi-experimental design; The hypothetical-deductive and analytical-synthetic methods are used. Lorenzo Filho's ABC Test was applied to fifteen students aged between five and six. An improvement proposal based on children's stories was designed and applied; Once its execution was completed, its process was evaluated. The comparative results determined that children's stories do affect the improvement of literacy of the children investigated.