The auditory approach proposes the concept of phonic mediation (Cantero, 2002b and 2004) as a key process in teaching literacy, consisting of identifying prosodic units in the text as an access strategy for reading comprehension (Recio, 2012). The multimodal co-structuring between intonation and gesticulation has been proved in several pioneer works on communication (Condon, 1979; Kondon, 1987). Recently, Torregrosa (2006 and 2011) shows that kinesic-intonational costructuring is a key aspect of the oral code. Taking into account this conceptual framework, we provide new didactic clues related to strategies in early reading, considering the relationship between the auditory approach to reading and the multimodal costructuring (intonation and gesticulation) in discourse.