ANALYZING READING PRACTICE OVER THE YEARS ELEMENTARY SCHOOL BEGINNINGS

Abstract

This research was descriptive in nature and employed a qualitative approach. Its general objective was to demonstrate the importance of reading for learning development during the early years of elementary education at a public school in the municipality of Teixeira, Paraíba. Reading should not be relegated to the background, either in school or in life; yet, there is significant neglect regarding reading. Reading ought to be the most valuable asset a school bequeaths to its students. Within the school context, demonstrating the value of reading to students is not a difficult task. However, merely discussing the value of reading is insufficient; the activity must be actively cultivated and practiced so that it becomes increasingly ingrained in the student's life. When teaching a child to read, it is important to show them that the more they anticipate the content, the greater their comprehension will be. Thus, as part of transforming how reading is approached in schools, it is the teacher's role to provide students with enjoyable reading experiences. When reading is prioritized in the classroom, academic performance improves. Students learn more quickly, formulate questions based on what they have read, and become critical individuals aware of their rights and duties—thereby better equipped to engage with society. Classroom reading practice is fundamental to the development of the teaching-learning process. Without reading, there is no meaningful learning, for accessing knowledge requires the use and mastery of reading.