Ten strategies to develop reading and writing skills

          Reading and writing are much more than academic skills—they are tools of freedom, creativity, and world-building. Teaching a child to read and write is also offering them the ability to name their feelings, create their own universes, and better understand the reality around them. However, as shown in recent research from universities like Harvard, USP, and Stanford, this process is most effective when it is emotional, creative, and meaningful. In this article, we will explore ten strategies based on the latest scientific studies and on the “Pedagogies of Creativity and Autonomy (PCA)” developed by Antônio Carlos dos Santos—an educator and author who has revolutionized teaching through art and sensitivity.

The first strategy is to transform reading into a sensory experience. According to research from Yale University, children who touch, manipulate, and experience stories physically tend to retain content better and engage more with the learning process. The Theater Movement (ThM) methodology by Antônio Carlos proposes just that: turning the body into words and words into movement. By acting out parts of stories with gestures, facial expressions, and physical movement, the child internalizes the text in a vivid way. A great example is the dramatized reading of the book Lili’s Adventure on the Planet of Words (by Santos), where each new word becomes a gesture or an expression, activating both motor and emotional memory.

The second strategy is to use orality as a bridge to writing. Before writing, the child needs to speak, narrate, and converse. The brain, as shown by neuroscientist Maryanne Wolf (UCLA), structures written language from oral language. The MAT (Mindset, Action, and Theater) methodology provides excellent resources for this: quick skits where the child invents spontaneous dialogue for characters, reconstructing stories and interactions. A simple practice is dramatizing fairy tales with altered endings or characters, stimulating vocabulary, creativity, and narrative cohesion.

The third strategy is to bring play back as a path to literacy. Through the Mané Beiçudo Puppet Theater (TBMB), Antônio Carlos shows how puppets can act as bridges between a child’s inner world and verbal language. Shy children or those with difficulty expressing themselves often find a safe communication channel through puppets. In rural schools in Ceará, for example, TBMB-based projects showed a significant increase in reading and writing performance. A puppet that “reads incorrectly,” for instance, allows the child to make corrections without fear, developing phonological awareness through humor and lightness.

The fourth strategy involves shared reading with adults. Reading together is still one of the most powerful tools for building emotional bonds and awakening the joy of reading. Antônio Carlos dos Santos' children's literature is rich in this aspect: books such as Ui Ghur: the teddy bear that released books and The boy who said no to bullying invite interactive reading with questions, songs, and dramatizations. Studies from the University of Cambridge confirm that the adult’s emotional involvement during reading significantly boosts memory and text comprehension in children.

The fifth strategy is creating literacy-rich environments at home and in school. Words displayed on walls, labeled objects, reading corners, and children’s writings visible throughout the space help familiarize them with written language. The PCA approach emphasizes that the environment must “speak” to the child. In schools that adopt this model, such as the Criarte Educational Center in São Paulo, children start writing spontaneously when they live in a space where words are part of everyday life.

The sixth strategy is valuing mistakes as creative opportunities. Many literacy processes still reinforce a fear of making mistakes, which can hinder writing. Antônio Carlos argues that mistakes are a legitimate form of expression and, when embraced as part of the process, help develop autonomy and intellectual courage. In his teacher workshops, he proposes “inventive writing,” where children create words, phrases, and stories without the pressure of immediate correction. This encourages fluency, confidence, and creative freedom.

The seventh strategy is to use music and poetry as gateways to writing. Songs and rhyming verses develop phonological awareness, rhythm and memorization. The PCA methodology incorporates music into texts in a playful way. For example, sung poems, in addition to being enchanting, help with the sound perception of the lyrics. Studies from the University of Montreal show that musicalization in literacy enhances areas of the brain related to language, emotion and attention.

The eighth strategy is to create “authors’ clubs,” where children share their texts, read each other’s work, and collaboratively build stories. This practice, inspired by literary workshops and adapted through the PCA, promotes agency and active listening. In workshops held in public schools in Recife, children began identifying themselves as authors, which nurtured self-esteem, vocabulary, and interest in reading.

The ninth strategy is to use reading and writing as a tool for dealing with emotions. Neuroscience has shown that learning is deeply influenced by emotional states. The project “Theater for my fears”, created by Antônio Carlos, invites children to write short plays for difficult feelings, such as sadness, anger and fear. This helps them to name emotions and integrate language and affection. Writing thus becomes a tool for healing and growth.

Finally, the tenth strategy is to educate adults who are passionate readers and writers. You can’t teach a love of reading without experiencing it. Teachers and parents who read, write, tell stories and are moved by words are the greatest incentive for any child. Many of Antônio Carlos dos Santos’ children’s and young adult books are not just for children - many of them bring reflections for adults. Reading with and for a child is an act of love and a lifelong investment.

Developing reading and writing skills is both a challenge and a privilege. And when done with art, sensitivity, and science—as proposed by the PCA—it transforms lives. May every parent, teacher, and caregiver discover not just letters, but meaning on this journey. Because reading and writing, at their core, are about learning to be more human.

Access the books by Antônio Carlos dos Santos on amazon.com or amazon.com.br

Click here.

https://www.amazon.com/author/antoniosantos

To learn more, click here.

To learn more, click here.

To learn more, click here.