Esiste continuità tra apprendimento del linguaggio orale e scritto? – Uno studio longitudinale con bambini italiani
Mara Trenta, Anna Maria Chilosi, Barbara Cerri, Chiara Valeria Marinelli, Daniela Brizzolara, Pierluigi Zoccolotti
On the basis of the hypothesis of a close continuity between oral and written language, the study examined whether a wide range of linguistic abilities measured at the preschool phase allows the degree of reading acquisition at school age to be predicted. An unselected sample of children was followed from the first year of nursery school to the completion of the second year of primary school. Results indicated that the linguistic variables at 3-4 years of age predict only a limited portion of the individual variability in the acquisition of decoding and comprehension processes. However, several specific relationships were detected which indicated that performance in some linguistic domains exerts a selective influence on reading skills in the first phases of literacy. The compatibility of these results with the hypotheses of continuity between oral and written language on the one hand and the modularity of reading on the other is discussed.
Keywords
Reading, development, linguistic abilities.