Developing emergent literacy in infant schools: a laboratory experience for the construction of the written language

Research output: Contribution to journalArticle

Abstract

Research, including the educational neuroscience, has highlighted the close relationship between emerging literacy and subsequent learning of reading and writing. Early verification of symbolic and linguistic skills is essential to support the development, and recovery strategies are to be prepared in case of early signs of difficulty. In some infant schools in the Palermo area we carried out a laboratory of the last 45 hours, according to a specific methodological setting, with a dual aim: a) developing the emerging areas of literacy in preschool, b) providing teachers with an objective approach to detect in children reading and writing readiness. The study investigated phonological, lexical and pragmatic skills. We verified if an integrated curriculum based on storytelling could improve construction of the oral and written language, and phonological awareness in five-year old children. Although the findings concern only one experimental situation, the results showed the following a prepared educational programme produced an appreciable increasing of the individual performances.
Original languageItalian
Pages (from-to)39-51
Number of pages13
JournalFORM@RE
Volume17
Publication statusPublished - 2017

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