Inclusive reading and writing between nursery school and primary school
Tamara Zappaterra, Elena Rosa De Luca
This article presents an analysis of scientific literature on learning reading and writing and the linguistic variables that influence this learning. A key role of spelling transparency emerges both for the purpose of decoding the text and, while not completely univocally, for the purpose of understanding the text. This research leads us to suggest a teaching methodology that reinforces metaphonological skills during the critical period of transition between nursery school and primary school. The second part of the paper presents a study carried out within a network of schools in the province of Pistoia in collaboration with the Department of Education and Psychology of the University of Florence. It shows how the strengthening of metaphonological skills leads students with critical issues in reading skills to achieve significant levels of improvement.
Keywords
Reading, writing, Specific Learning Disorders, metaphonological teaching
