Learning how to read ... analyzing verbal and non-verbal language

  • Vera Wannmacher Pereira Pontifícia Universidade Católica do Rio Grande do Sul
  • Danielle Baretta Pontifícia Universidade Católica do Rio Grande do Sul
  • Patricia de Andrade Neves Pontifícia Universidade Católica do Rio Grande do Sul


In this teaching sheet, the axis is at work with reading comprehension through verbal and nonverbal language, considering the use of strategies by the student reader in the classroom of Basic Education, which can be classified as cognitive (unconscious operations performed by the reader , without being aware of it, to reach some reading goal) and metacognitive (operations controlled consciously by the reader, carried out with some objective). As an example of a cognitive strategy, one can cite the inferential process of reading, which, according to Ferreira and Dias (2004) [1], allows the reader to assign coherence to the text, giving it its interpretation. It allows the meaning constructed by the reader in the interaction with the text to be organized and makes it possible to establish associations between the parts of the text and between them and the context.


The following activities are intended to encourage students to associate their previous knowledge and linguistic cues present in texts that use verbal and / or nonverbal language, to make the necessary inferences and thus arrive at the reading comprehension in its more consistent and efficient conditions.

[1] FERREIRA, Sandra P. A.; DIAS, Maria G. B. B. A leitura, a produção de sentidos e o processo inferencial. In: Psicologia em Estudo, Maringá, v. 9, n. 3, p. 439-448, set./dez. 2004.

Oficina pedagógica