Vol 17, N° 2

Teaching to learn reading. Methods and tools

Sommario

Editoriale

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

Articoli su invito

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

Articoli

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

Esperienze/Riflessioni

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

Recensioni

Recensione. Calvani Antonio, Ventriglia Luciana, Insegnare a leggere ai bambini. Gli errori da evitare. Roma: Carocci (2017) PDF
Giuliano Franceschini 280-281
Recensione. Zappaterra Tamara, La lettura non è un ostacolo. Scuola e DSA. Pisa: ETS (2012) PDF
Saverio Fontani 282-283
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) PDF
Anna Maria Nacci 284-285


Licenza Creative Commons

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