L’autonomia nell’uso dei codici scritti in età evolutiva
Alessandra Pinton, Loretta Lena, Laura Breda, Ilaria Madinelli
Reading, writing, and mathematical skills acquisition requires mastering semiotic codes specific features. For children, learning phonological-to-orthographic conversion rules represents one of the steps needed in order to encode, decode and understand texts. Proficiency in the use of written codes is an ability gradually built up during mainstream education. This work aims is to find out how much children rely on parents help in reading, writing and mathematics activities. A closed-ended questionnaire was administered to 240 parents of children aged 7 to 13 years. Frequencies, averages and standard deviations were calculated for each different answer, for each questionnaire section, and for each school grade. Even if, according to parents, children’s skills improvement decreases as they grow up, results indicate that students become more and more autonomous quickly while they include the signification tools acquired in everyday life. Reading and mathematical skills mastering seems to improve earlier than written proficiency. Our data could add a facet, a comparing index in Specific Learning Disorders clinical treatment, in order to weigh impairment severity.
Keywords
Autonomy, literacy, numbers, mathematics.