Published July 31, 2017

Issue Description

Insegnare ad apprendere a leggere. Metodi e strumenti

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Editorial

Teaching to learn reading. Methods and tools
Tamara Zappaterra
1-11
PDF (Italiano)

Articles

Developing emergent literacy in infant schools: a laboratory experience for the construction of the written language
Francesca Anello
39-51
PDF (Italiano)
Emergent literacy and shared reading. Read without knowing how to read
Moira Sannipoli
52-62
PDF (Italiano)
From emerging literacy to reading and writing learning: the orthogenetic method Siglo
Claudio Girelli
63-75
PDF (Italiano)
The role of phonological awareness for learning how to read: an overview
Alessandra Neri, Marta Pellegrini
76-88
PDF (Italiano)
Textual comprehension difficulties. Metacognitive strategies for the educational intervention
Saverio Fontani
89-100
PDF (Italiano)
Inclusive early childhood education and right of literacy even for children with disabilities
Elena Malaguti
101-112
PDF (Italiano)
Comprehension strategies in learning from text
Maurizio Gentile
113-129
PDF (Italiano)
Comics and reading literacy: for a teaching practice of the sequential art
Vincenzo Beccia, Serafina Pastore
130-149
PDF (Italiano)
Audio description and inclusive teaching. A study on listening comprehension and ability of empathy.
Andrea Fiorucci
150-163
PDF (Italiano)
The learning of reading and writing in the inclusive perspective of vertical continuity. Down Syndrome, a case study in class
Francesca Salis
164-177
PDF (Italiano)
Educational leadership and e-leadership. Between projects and digital skills
Laura Menichetti
178-199
PDF (Italiano)
The “senses” of autism. Towards a new paradigm in didactics
Maria Iavarone, Paola Aiello, Roberto Militerni, Maurizio Sibilio
200-211
PDF (Italiano)

Practices/Considerations

Reading with method. Exploring the relationship between the Pizzigoni method and the learning of reading and writing
Raffaella Colombo, Gima Manicone, Franca Zuccoli
212-224
PDF (Italiano)
The Apps as tools for learning to read and write. A Review
Fabio Bocci, Ines Guerini, Martina Marsano
225-237
PDF (Italiano)
Using Specific Learning Disorders diagnosis criteria for early Identification. The proposal of Protocol developed in the Aosta Valley Region
Serenella Besio, Nicole Bianquin
238-254
PDF (Italiano)
Teachers and specialist figures in network in the read-write learning disabilities
Mirca Montanari, Giorgia Ruzzante
255-265
PDF (Italiano)
Teachers and new technologies: the Teamblogging experience
Paola Cortiana, Giovanna Barzanò
266-279
PDF (Italiano)

Books reviews

Recensione. Calvani Antonio, Ventriglia Luciana, Insegnare a leggere ai bambini. Gli errori da evitare. Roma: Carocci (2017)
Giuliano Franceschini
280-281
PDF (Italiano)
Recensione. Zappaterra Tamara, La lettura non è un ostacolo. Scuola e DSA. Pisa: ETS (2012)
Saverio Fontani
282-283
PDF (Italiano)
Recensione. Zecchi-Orlandini Sandra, Zappaterra Tamara, Campatelli Gianni (a cura di), Disturbi Specifici di Apprendimento all’Università. Accoglienza, orientamento e supporto alle prassi didattiche nell’Ateneo di Firenze. Pisa: Edizioni ETS (2016)
Anna Nacci
284-285
PDF (Italiano)

Invited Articles

Literacy abilities and well-being in children: Findings from the application of EUREKA, the Italian adaptation of the RAVE-O Program
Daniela Traficante, Valentina Andolfi, Maryanne Wolf
12-38
PDF
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