This study focuses on the performance/practice of the teacher in the education of readers and text producers at early schooling. In the light of the theoretical principles derived from textual linguistics and cognitive sciences, this article discusses methodological implications that seem relevant for promoting children who can both read and produce texts proficiently. The research data was collected from teachers who work with early schooling as well as from graduate students. The data analysis comprised both text comprehension and production. The objective was to relate the teachers' methodological action and the possibility of developing reading and writing abilities in early schoolchildren.
Reading; Text Production; Methodology