Teaching to learn reading. Methods and tools Tamara Zappaterra 1-11 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21045
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 DOI: https://doi.org/10.13128/formare-21015
Developing emergent literacy in infant schools: a laboratory experience for the construction of the written language Francesca Anello 39-51 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20520
Emergent literacy and shared reading. Read without knowing how to read Moira Sannipoli 52-62 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20539
From emerging literacy to reading and writing learning: the orthogenetic method Siglo Claudio Girelli 63-75 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20543
The role of phonological awareness for learning how to read: an overview Alessandra Neri, Marta Pellegrini 76-88 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20190
Textual comprehension difficulties. Metacognitive strategies for the educational intervention Saverio Fontani 89-100 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20506
Inclusive early childhood education and right of literacy even for children with disabilities Elena Malaguti 101-112 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20564
Comprehension strategies in learning from text Maurizio Gentile 113-129 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20535
Comics and reading literacy: for a teaching practice of the sequential art Vincenzo Beccia, Serafina Pastore 130-149 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20656
Audio description and inclusive teaching. A study on listening comprehension and ability of empathy. Andrea Fiorucci 150-163 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20540
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) DOI: https://doi.org/10.13128/formare-20541
Educational leadership and e-leadership. Between projects and digital skills Laura Menichetti 178-199 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21047
The “senses” of autism. Towards a new paradigm in didactics Maria Iavarone, Paola Aiello, Roberto Militerni, Maurizio Sibilio 200-211 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20168
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) DOI: https://doi.org/10.13128/formare-20542
The Apps as tools for learning to read and write. A Review Fabio Bocci, Ines Guerini, Martina Marsano 225-237 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20534
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) DOI: https://doi.org/10.13128/formare-21017
Teachers and specialist figures in network in the read-write learning disabilities Mirca Montanari, Giorgia Ruzzante 255-265 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20876
Teachers and new technologies: the Teamblogging experience Paola Cortiana, Giovanna Barzanò 266-279 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20595
Recensione. Calvani Antonio, Ventriglia Luciana, Insegnare a leggere ai bambini. Gli errori da evitare. Roma: Carocci (2017) Giuliano Franceschini 280-281 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21048
Recensione. Zappaterra Tamara, La lettura non è un ostacolo. Scuola e DSA. Pisa: ETS (2012) Saverio Fontani 282-283 PDF (Italiano) DOI: https://doi.org/10.13128/formare-20645
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) DOI: https://doi.org/10.13128/formare-20806
