THE IMPACT OF THE LITERACY-RICH ENVIRONMENT ON READING AND WRITING DEVELOPMENT

Abstract

This study analyzes the influence of the literacy environment on the development of reading and writing skills in the early years of Elementary Education, considering its relationship with pedagogical practices, teacher mediation, and inclusive educational processes. It is grounded in the theoretical contributions of Vygotsky (2007), Ferreiro and Teberosky (1999), Soares (2020), Freire (1989), Kleiman (2013), and Mortatti (2019), who understand literacy as a social, historical, cultural, and interactive process. The main objective is to understand how the organization of the school environment contributes to the development of children's linguistic competencies during the literacy acquisition process. This qualitative bibliographic research was conducted through an integrative literature review based on scientific publications indexed in databases such as SciELO, Google Scholar, and ERIC between 2019 and 2025. The analysis was organized into thematic categories related to literacy environments, pedagogical mediation, inclusive education, and multiliteracies. The findings indicate that structured literacy environments, combined with intentional and inclusive pedagogical practices, significantly enhance reading and writing learning, increasing student participation and strengthening cognitive and social development. Furthermore, continuing teacher education and the use of diversified resources contribute to more contextualized and democratic educational practices. It is concluded that the literacy environment goes beyond the physical classroom structure, encompassing social relationships, written culture, technologies, and pedagogical mediation that are essential for meaningful literacy development.