Abstract
An experience of intervention in literacy classes in Early Childhood and Primary Education is presented in this chapter from a perspective that conceives language as a process of co-construction of meanings and associates orality, reading and writing in that process. This perspective discusses the implicit definitions of the most widespread teaching proposals and argues that there is a conceptualization of written language as an object of learning in the initial period. This conceptualization is evident in the activities and interactions entailed by that process, as well as a description of the learner at the starting point.
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Teberosky, A., Sepúlveda, A., Costa e Sousa, O. (2020). Orality, Reading and Writing in Early Literacy. In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_6
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