Leitura compartilhada na educação de surdos.

Abstract

The study investigated the influence of Shared Reading (SR) on vocabulary acquisition in deaf children who are learning Brazilian Sign Language (Libras) as their first language (L1) and written Portuguese as their second language (L2). The study involved the implementation of SR with three picture books entirely in Libras, with four participants attending the early years of elementary school. The methodology included the application of pre- and post-tests to measure the vocabulary recognition present in the selected books. Between the pre- and post-tests, SR sessions of the books took place, mediated in Libras. The quantitative results showed a considerable increase in vocabulary retention in L1, with the number of correctly identified words rising from 30 to 83 across the three analysed books, a statistically significant increase. Although the acquisition of written Portuguese did not show a statistically significant increase, there was a small but encouraging improvement in word recognition. The qualitative analysis of video recordings during the SR sessions revealed that students relied heavily on visual attention and imitation to understand the storyline of the shared books. Over time, their engagement with the stories in Libras grew, demonstrating greater confidence in identifying signs and associating them with written words. The study concluded that SR in Libras promotes reading skills by creating a visually engaging and interactive learning environment. However, the results highlight the need for additional pedagogical strategies to strengthen literacy in Portuguese.