La sperimentazione di percorsi didattici nella scuola dell’infanzia per lo sviluppo delle abilità inferenziali di lettura

Abstract

The research is part of a set of international and national studies, that intended to analyze, in a segmented or integral way, the components of the text’s comprehension from the age of preschool. The work is structured in two parts: theoretical-epistemological and empirical. The first tends to delineate the theoretical framework that has for object the reading comprehension, outlining the complexity of a process, which makes use of a multiplicity of components, to canalize the theme in the age group of interest. The second part analyses the project that originates from the need to describe the interactive and communicative processes in groups of children attending the preschool, involved in a reading comprehension task through the functional use of a IWB. The goal is to experiment, by using specific methodologies and teaching strategies, whether and how it is possible to stimulate and facilitate the development of inferential skills through the active involvement of the student. In this comprehension process the teacher’s role is of primary importance; in fact he rules the interaction among peers in the reading task, the participation methods and the involved children’s actions. The results strengthen our project to foster verbal text comprehension by using pictures and audiovisual texts through the functional use of a IWB. [edited by Author]