Colors, textures and typography: developing reading competence through multimodal resources

Abstract

This article aims at highlighting the potentiality of colors, textures and typography in reading activities, presenting strategies which contribute to the viability of multimodal learning in the school context. For this purpose, from a qualitative research of ethnographic type, of interpretative basis and of applied nature, it seeks to demonstrate how semiotic resources used in the construction of textual genres are indispensable in the process of apprehension of meanings by the reader, and it also emphasizes the relevance of teacher mediation in this cognitive process through didactic intervention held in High School. In terms of theoretical foundation, it is based on the assumptions of Social Semiotics and of multimodality in dialogue with the teacher formation in Applied Linguistics perspective. The results reveal that the problematization of semiotic resources by the teacher facilitates the development of the student reading competence, expanding the notion of language and enabling contact with less explored aspects in the classroom.