Evidence, Myths and Teaching Practices: The Case of Teaching Reading in Italian Schools
Keywords:
education; reading education; alphabetical and phono-syllabic methods
Abstract
Summery-Scientific research into the best methods of teaching reading agrees that all pupils can benefit from a rigorous phono-syllabic approach. Nevertheless, global or ideo-visual methods exert a strong appeal to teachers and maintain a wide prevalence in teaching practices, even where the language has a high transparency as in the case of Italian. This paper presents the results of an experiment conducted in Italy that shows the significant advantages for teaching reading deriving from the use of a phono-syllabic, progressive, explicit and systematic method. It underlines the need for institutional decision-makers and authors of school textbooks to take into account the evidence achieved by research and to avoid chasing methodologies superficially attractive but less effective, if not harmful, in such a significant field of early school education.
Downloads
How to Cite
References
N Caldarola, N Perini, C Cornoldi (2012) DLC. Una prova di decisione lessicale per la valutazione collettiva delle abilità di lettura. 9, 89-104.
A Calvani, P Damiani, L Montesano, S Miranda, L Ventriglia (2021) Evidenze scientifiche ed insegnamento della lettura. Perché una alfabetizzazione fono-sillabica strutturata è necessaria per tutti i bambini. 6(3), 15-33.
A Calvani, L Ventriglia (2017) Insegnare a leggere ai bambini. Gli errori da evitare.
C Cornoldi, L Miato, A Molin, S Poli (2009) La cooperazione sociale nell'area metropolitana fiorentina.
S Dehaene (2009) I neuroni della lettura.
Linnea Ehri, Simone Nunes, Dale Willows, Barbara Schuster, Zohreh Yaghoub‐zadeh, Timothy Shanahan (2001) Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis. 36(3), 250-287.
S Franceschi, E Savelli, G Stella (2011) Identificazione precoce dei soggetti a rischio DSA ed efficacia di un intervento abilitativo metafonologico. 3(8), 247-266.
U Frith (1985) Beneath the Surface of Developmental Dyslexia. 301-330.
Usha Goswami, Jean Gombert, Lucia De Barrera (1998) Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. 19(1), 19-52.
S Higgins, M Katsipataki, A Villanueva-Aguilera, R Coleman, P Henderson, L Major, R Coe, D Mason (2016) Lampl, Sir Peter, (born 21 May 1947), Chairman: Sutton Trust, since 1997; Education Endowment Foundation, since 2011.
Annette Karmiloff-Smith (1986) From meta-processes to conscious access: Evidence from children's metalinguistic and repair data. 23(2), 95-147.
I Liberman, A Liberman (1990) Whole language vs. code emphasis: Underlying assumptions and their implications for reading. 40, 51-76.
V Midoro, M Massari, C Strisciuglio (2017) Imparare a leggere a tre anni. 24(3), 173-182.
S Miranda, L Montesano (2021) Prerequisiti della lettura: valutare la consapevolezza fonologica. 6(2), 136-160.
Monya Ferritti, Anna Grimaldi, Anna Guerrieri (2011) Un argine contro la povertà educativa: le linee di indirizzo per il diritto allo studio degli alunni adottati. (2), 92-106.
José Morais (1989) Phonological Awareness: A Bridge Between Language and Literacy. 31-71.
(2016) Unknown Title. 3503-3530.
R Padovani, E Odorici, V Graziosi, B Bertelli, M Iadevaia, M Bellei, D Mancini, O Roccalberti, F Vecchietti, A Valenti, C Cavallari, M Cavazzoni (2018) Sperimentazione del metodo sillabico per insegnare a leggere e scrivere nella scuola primaria. 15(2), 161-172.
G Stella, A Apolito (2004) Lo screening precoce nella scuola elementare. Può una prova di 16 parole prevedere i disturbi specifici di apprendimento?. 1(1), 111-118.
Unesco (1951) Convention Internationale Contre Le Dopage Dans Le Sport. Paris, 19 Octobre 2005. 321-337.
L Ventriglia (2016) Come insegnare a leggere ai bambini. Presentazione di una metodologia. Form@re. 2(16), 374-384.
J Ziegler, G Stone, A Jacobs (1997) What's the pronunciation for_OUGH and the spelling for /u/? A database for computing feed forward and feedback inconsistency in English. 29, 600-618.
Published
2022-04-29
Issue
Section
License
Copyright (c) 2022 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.