1,721,011 research outputs found
Discussion of the symposium: Raising awareness about online readers’ awareness: Digital and reading competence in multiple-text contexts (Invited Symposium AIP; Chair: Tarchi Christian, University of Florence, Italy)
No full textDiscussant of the presentations of the Invited Symposium-AIP. Raising awareness about online readers’ awareness: Digital and reading competence in multiple-text context
Discussion of the Symposium: Cognitive, linguistic and emotional-relational processes in bilingual children and monolingual peers: Recent research results (Chairs: Vettori Giulia, Bigozzi Lucia - University of Florence, Italy)
No full textDiscussant of the presentation of the Symposium: Cognitive, linguistic and emotional-relational processes in bilingual children and monolingual peers: Recent research result
La comprensione di testi cartacei e digitali in giovani lettori
No full textViene presentata una rassegna di lavori volti a confrontare la comprensione di testi cartacei e digitali in giovani lettori di scuola primari
Alunni eccezionali
No full textIl capitolo mira a descrivere i vari tipi di disturbi del neurosviluppo e le caratteristiche degli alunni con plusdotazione. Infine, delinea alcuni metodi di insegnamento per questi studenti
Sviluppo cognitivo e del linguaggio
No full textIl capitolo mira a definire lo sviluppo e spiegare i principali processi, periodi e problematiche dello sviluppo, nonché i collegamenti tra sviluppo ed educazione. Inoltre, si discute lo sviluppo del cervello con cenni alla prospettiva neurocostruttivista e confrontare le teorie dello sviluppo cognitivo di Jean Piaget e Lev Vygotskij. Infine, vendono dentificate le caratteristiche chiave del linguaggio, le influenze biologiche e ambientali nell’acquisizione del linguaggio e le tappe principali dello sviluppo tipico del linguaggio del bambino
Fostering Broad Oral Language Skills in Preschoolers from Low SES Background
Full text linkSocioeconomic disparities increase the probability that children will enter school behind
their more advantaged peers. Early intervention on language skills may enhance language and literacy
outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic
Status) children. This study aimed to analyze the feasibility and eectiveness of a brief narrative-based
intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers
(N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed
whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have
shown that children in treatment group obtained greater gains than children in control group in
almost all intervention-based measures. There is also some evidence for the generalizability of the
intervention to other skills not directly trained during the intervention. Moreover, it was found that
children’s initial vocabulary mediates the intervention’s responsiveness showing that children with
high vocabulary made greater gains in higher-level components of language comprehension, whereas
children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest
that a relatively brief, but quite intensive narrative-based intervention, may produce improvements
on broad oral language skills in preschoolers from low-SES backgrounds
Digital and Printed Text Comprehension in First Graders: The role of Medium and Word Reading Skills
No full textThe present study investigated the contribution of reading medium, word reading skills (i.e., word reading accuracy and fluency), and the interaction between these factors to text comprehension in beginner readers who use technology for school learning. In addition, the contribution of reading medium on beginner readers’ preference for text presentation was analyzed. First graders (N = 115; mean age = 6;8 years) read narrative and informational texts on paper and on a computer screen, and answered questions on the main idea, literal and inferential comprehension. Medium preference questions and a word reading task were also administered. Results from logistic mixed models showed that the main idea and literal comprehension were greater on screen and for higher word reading skills. Inferential comprehension was lower on screen at lower levels of word reading skills but became similar for the two mediums as word reading skills increased. Finally, results from linear mixed models showed that children had no clear medium preference. The main results show that beginner readers who use technology for learning and are fast and accurate in word reading display no comprehension disadvantage in digital reading
First Graders’ Reading Text Comprehension from Paper and Screen: A Longitudinal Study on Precursors.
No full textThis longitudinal study investigated the role of precursors in first graders’ comprehension of narrative and expository texts on paper and computer screen. Working memory and inferencing as cognitive precursors, and digital skills were measured at the end of preschool (T1), while reading text comprehension and the control variable of decoding at the end of the first grade (T2). Sixty-three first graders read two texts, one narrative and one expository, in each medium (paper and computer screen) in a counterbalanced order. Results showed that at T2 children had higher comprehension after reading narrative texts from paper. No significant differences emerged for expository texts. As precursors, only digital skills (T1) were a negative predictor of the difference in text comprehension across mediums
Gestures and speech during shared book reading with preschoolers with specific language impairment
No full textThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD), and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with 15 age-matched and 15 language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture-speech informational relationship, communicative function. Relative to TD peers, children with SLI used more Bimodal utterances and gestures Adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal Reading accompanied by gestures was significantly followed by child’s Initiatives, and when maternal Non-informative Repairs were accompanied by gestures, they were more likely to elicit Adequate Answers from children. These findings support the “gesture advantage” hypothesis in children with SLI, and have implications for educational and clinical practice
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