Learning to read at age three
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Jan 12, 2017
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Abstract
Early learning to read can strongly promote children’s cognitive and affective development. Starting from this assumption, we describe a methodology for the early learning of reading and report its testing in a small-scale pilot. The methodology is part of the family of synthetic methods, in which children first learn the simplest elements without meaning and then acquire the meaning. It is based on games that the parent plays with the child using various materials. The 18-month pilot involved children with and without language problems. It validated the feasibility of the method, achieving results that go beyond the learning of reading to include broad aspects of children’s development.
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Articles - General topics
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References
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Vygotskij, L. S., (1980). Il processo cognitivo. Torino, Italia: Boringhieri.
Coggi, C., & Ricchiardi, P., (2013). Progettare la ricerca empirica in educazione. Roma, Italia: Carocci.
Colé, P., & Fayol, M. (2000). Reconnaissance de mots écrits et apprentissage de la lecture: le rôle des connaissances morphologiques. In M. Kail & M. Fayol (Eds.), L’Acquisition du langage: le langage en développement. Au-delà de trois ans. Paris, France: Presses Universitaires de France.
Cornoldi, C., Miato, L., Molin, A., & Poli, S. (2009). PRCR-2/2009. Prove di prerequisito per la diagnosi delle difficoltà di lettura e scrittura. Firenze, Italia: Giunti.
Doman, G. (1969). Leggere a tre anni. I bambini possono, vogliono, debbono leggere. Roma, Italia: Armando Editore.
Edmonston, N. K., & Litchfield Thane N. (1988). TCR: Test of Relational Concepts. Austin, TX: PRO-ED.
Fayol, M. (1992). Comprendre ce qu’on lit: de l’automatisme au contrôle. In M. Fayol, J.E. et al. (Eds.), Psychologie cognitive de la lecture. Paris, France: PUF.
ICD10 (2010). Classificazione statistica internazionale delle malattie e dei problemi sanitari correlati. Organizzazione Mondiale della Sanità. Ginevra: Ministero della Sanità, Dipartimento per l’ordinamento sanitario, la ricerca e l’organizzazione del Ministero.
Metsala, J. L., & Ehri, L. C. (Eds.) (1998). Word Recognition in Beginning Reading. Mahwah, NJ: Lawrence Erlbaum Associates.
Morais, J. (1994). L’Art de Lire. Paris, France: Éditions Odile Jacob.
Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468.
Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 419-448.
Shore, R. (1997). Rethinking the brain: New insight into early development. New York, NY: Families and Work Institute.
Stella, G. (2004). La dislessia. Bologna, Italia: Il Mulino.
Teale, W. H., & Sulzby, E. (1986). Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex.
Terreni, A., Tretti, M. L., Forcella, P. R., Cornoldi, C, & Tressoldi P. (2002). IPDA: Questionario osservativo per l’identificazione precoce delle difficoltà di apprendimento. Trento, Italia: Erickson.
Thompson, G.B. & Nicholson T. (Eds.) (1999). Learning to Read: Beyond Phonics and Whole Language. New York, NY: Teachers College Press.
Trueswell, J. C., & Gleitman, L. R. (1994). Learning to parse and its implications for language acquisition. In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics. Oxford, United Kingdom: Oxford University Press.
Vygotskij, L. S., (1980). Il processo cognitivo. Torino, Italia: Boringhieri.