Musica e letto-scrittura: un «legame forte». Il potenziamento attraverso l’approccio Training interactive musical ɘlements
Ferrari Giovanna, Nicoletti Antonella, Surian Alessio
Training interactive musical elements uses the elements of sound and music as an instructional and re-educational path in children with school difficulties, in particular in those affected with dyslexia. Training interactive musical elements assumption is based on the use of the elements of the musical language to improve the automatic process of reading/writing, because all the abilities involved are strictly connected to the organization of the musical language. Music can represent an enjoyable means to increase and make the visual and auditory integration easier, other than the memorization and automation of the perceptive and metaphonological processes. The use of phono-rhythmical-motor elements in an interactive way, in order to make the reading/writing process easier, reflects both the objectives and the contents of the 2012 «National guidelines for the curriculum». Rhythmical sequences associated to colours, shapes, numbers, and movements are gradually proposed to the subjects, both as regards the presentation of phonemes and gestures, and the relation of those latter with different figurative and numeric elements. It is about a strengthening and creative activity of cognitive stimulation, able to take the distinctiveness and the daily difficulties of the subject into account. It is a procedure that is able to merge the natural rhythm of the child with a musical rhythm to transfer into reading.
Keywords
reading-writing, music, rhythm, automation.