Abstract
Currently, the theme of reading and the aspects that involve the formation of readers, is the subject of numerous studies, noted the vast production of theoretical material in the area. There are numerous studies that seek to unravel the processes in which reading occurs, and how it is performed and perceived by readers, taking into account the methodology used in the teaching/learning and aspects involved. In recent years has been the latest standings between countries with god performance reader, which worries the authorities. Although there is investment in programs to foster reading and public policies aimed at educating readers, the indexes are not yet satisfactory and the objectives to form qualitatively better readers are not met. To try to tackle the low levels of performance in recent polls of the PISA (Programme for International Student Assesssment) and IDEB Development Index (Basic Education) in school Alves, Espindola and Massuia (2011), showed an increase school activities involving oral language, such as " Story Time" because it is believed that it is a valuable tool to educating readers. The storytelling allows for small awakening of imagination and creativity, making possible the design of internal conflicts and enabling the player to place in the world and feel part of it. In addition, the stories work with global aspects of the subjects, inform, quiet, promote personal responses, assist in the formation of learned language, both orally and in writing and extend the vocabulary. Based on the concept of social interaction that children learn from their relationship with the environment, contact with children's literature from the earliest years of life, becomes fundamental, punctuating the beginning of the process of educating readers. Assumed to be common in the classroom, the teacher just read the stories aloud with the help of the book, without a previous preparation, reducing the text to simple reading, an oral transmission of information devoid of specific goals. There are currently reading aloud, but the "Story Time" could stimulate the orality by linking teacher and listener. Thus, it is essential that the work offered by the "Story Time" is efficient and that offers quality for children in their formative years as readers. Whereas the issue has raised great importance in the current scenario in the study of reading, this research is justified by its direct con tribution to the formation processes of the reader in the classroom and the emergence of new elements of discussion. Since the focus of this study is the questions that cover speaking, we will focus on analyzing how and in what way the teacher develops and leads to "Story Time" and how this contributes to the formation of the reader.
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