TEACHING TO READ: AN INTERESTING INTERFACE BETWEEN NEUROSCIENCE AND EDUCATION
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Nov 11, 2022
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Abstract
The work presents the results of a large experimentation carried out in Italy, which aimed to verify the advantages and sustainability of a rigorous phono-syllabic programme (Alfabeto140) compared to programmes that include marked traits of global and ideo-visual methods. The evaluation made use of tools in line with the different evolutionary phases of the reading and writing process, assessing at the pre-test the skills related to the prerequisites of reading and writing, and at the post-test those related to the acquisition of the alphabetical phase. The experimentation shows how the experimental group achieves significantly better results over 7 months of activity than the control group, with a more consistent systematic reduction of the subjects initially at risk for reading and writing difficulties, and an excellent appreciation by the teachers who have tried the programme.
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References
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Calvani, A., Damiani, P., Montesano, L., Miranda, S., & Ventriglia, L. (2021). Evidenze scientifiche ed insegnamento della lettura. Perché una alfabetizzazione fono-sillabica strutturata è necessaria per tutti i bambini. Giornale Italiano dei Disturbi del Neurosviluppo. Buone prassi per la scuola, la clinica e la ricerca, 6(3), 14-33. Retrieved from https://sapie.it/wp/wp-content/uploads/2022/01/Risultati-programma-ALFABETO.pdf
Calvani, A., & Ventriglia, L. (2017). Insegnare a leggere ai bambini. Gli errori da evitare. Roma, IT: Carocci.
Calvani, A., Ventriglia, L., Damiani, P., & Zanaboni, B. (2022). Alfabeto: Libro dell’insegnante. Torino, IT: SApIE.
Carretti, B., & Zamperlin, C. (2010). La relazione fra lettura strumentale, comprensione da ascolto e comprensione del testo in studenti italiani. Ricerche di Psicologia, 13, 361-373. doi: 10.3280/RIP2010-003003
Churches, E., Dommett, J., Devonshire I. M., Hall, R., Higgins, S., & Korin, A. (2020). Translating Laboratory Evidence into Classroom Practice with Teacher-Led Randomized Controlled Trials - A Perspective and Meta-Analysis. Mind, Brain and Education, 14(3), 292-302. doi: 10.1111/mbe.12243
Coe, R. (1999). Manifesto for Evidence-Based Education. Retrieved from https://f.hubspotusercontent30.net/hubfs/5191137/attachments/ebe/manifesto-for-ebe.pdf
Cornoldi, C., Miato, L., Molin, A., & Poli, S. (2009). PRCR-2/2009. Prove di prerequisito per la diagnosi delle difficoltà di lettura e scrittura. Firenze, IT: Giunti O.S.
Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121. doi: 10.1111/1467-8527.00106
Dehaene, S. (2009). I neuroni della lettura. Milano, IT: Raffaello Cortina.
Dehaene, S. (1997). The number sense. New York, NY, US: Oxford University Press.
Educational Endowment Foundation. (2021). Cognitive Science Approaches in the Classroom: A Review of the Evidence. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/cognitive-science-approaches-in-the-classroom
Franceschi, S., Savelli, E., & Stella, G. (2011). Identificazione precoce dei soggetti a rischio DSA ed efficacia di un intervento abilitativo metafonologico. Dislessia, 3(8), 247-266.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neurological and cognitive studies of phonological reading (pp. 301- 330). Hillsdale, NJ, US: Lawrence Erlbaum
Geake, J. (2008). Neuromythologies in education. Educational Research, 50(2), 123–133. doi: 10.1080/00131880802082518
Geake, J. G. (2009). The brain at school: Educational Neuroscience in the classroom. New York, US: Open University Press.
Gagné, R., & Briggs, L. J. (1974). Principles of instructional design. New York, NY, US: Holton.
Gola, G., Angioletti. L., Cassioli, F., & Balconi, M. (2022). The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience. Front. Psychol., 13, 823-832. doi: 10.3389/fpsyg.2022.823832
Goswami, U., Gombert, J. E., & De Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19(1), 19-52. https://doi.org/10.1017/S0142716400010560
Goswami, U. (2006). Neuroscience and education: from research to practice? Nature reviews neuroscience 7(5), 406-413. doi: 10.1038/nrn1907
Hargreaves, D. H. (1996). Teaching as a Research-Based Profession: Possibilities and Prospects. London, UK: Teacher Training Agency.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY, US: Routledge.
Higgins, S., Katsipataki, M., Villanueva-Aguilera, A. B., Coleman, R., Henderson, P., Major, L. E., … Mason, D. (2016). The Sutton Trust Education Endowment Foundation teaching and learning toolkit. London, UK: Education Endowment Foundation.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817–824. doi: 10.1038/nrn3817
Karmiloff-Smith, A. (1986). From metaprocess to conscious access: Evidence from children’s metalinguistic and repair data. Cognition, 28, 95-147. doi: 10.1016/0010-0277(86)90040-5
Kim, M. & Sankey, D. (2017). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(2), 1-14. doi: 10.1080/00131857.2017.1395736
Immordino-Yang, M. H. & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Brain, Mind and Education, 1, 3-7. doi: 10.1111/j.1751-228X.2007.00004.x
Immordino-Yang M. (2015). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. New York, NY, US: W.W. Norton & Company.
Izard, V., Dehaene-Lambertz, G., & Dehaene, S. (2008). Distinct cerebral pathways for object identity and number in human infants. PLOS Biology, 6: e11. doi: 10.1371/journal.pbio.0060011
Liberman, I. Y. & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading. Annals of Dyslexia, 40, 51-76. doi: 10.1007/BF02648140
Merrill, M. D. (2002). First principles of instruction. Educational Technology. Research and Development, 50(3), 43-59. doi: 10.1007/BF02505024
Midoro, V., Massari, M., & Strisciuglio, C. (2017). Imparare a leggere a tre anni. TD Tecnologie Didattiche, 24(3), 173-182. doi: 10.17471/2499-4324/929
Miranda, S. & Montesano, L. (2021). Prerequisiti della lettura: valutare la consapevolezza fonologica. Giornale Italiano dei Disturbi del Neurosviluppo. Buone prassi per la scuola, la clinica e la ricerca, 6(2), 136-160.
MIUR. (2011). Linee guida per il diritto allo studio degli alunni e degli studenti con DSA. Retrieved from https://www.unimi.it/sites/default/files/2018-07/linee_guida_sui_dsa_12luglio2011.pdf
Montessori M. (1999). La scoperta del bambino. Milano, IT: Garzanti.
Morais, J. (1989). Phonological awareness: A bridge between language and literacy. In D.J. Sawyere & B.J. Fox (Eds.), Phonological awareness in reading: The evolution of current perspective (191-215). New York, NY, US: Springer.
Nota Ministeriale n. 3503 (2016, March 30). Adozione dei libri di testo nelle scuole di ogni ordine e grado -a.s. 2016-2017. Retrieved from https://www.dirittoscolastico.it/wordpress/wp-content/uploads/prot3503.pdf
Padovani, R., Odorici, E., Graziosi, V., Bertelli, B., Iadevaia, M., Bellei, M. F., … Cavazzoni, M. (2018). Sperimentazione del metodo sillabico per insegnare a leggere e scrivere nella scuola primaria. Dislessia, 15(2), 161-172.
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. Oxford, UK: Oxford University Press.
Posner, M. I. (2004). Cognitive Neuroscience of Attention. London, UK: The Guilford Press.
Rosenshine, B. (2010). Principles of instruction. International Academy of Education. Retrieved from https://orientation94.org/uploaded/MakalatPdf/Manchurat/EdPractices_21.pdf
Sabitzer, B. (2010). Neurodidaktik: Neue Impulse für den Informatikunterricht. In G. Brandhofer (Ed.), 25 Jahre Schulinformatik in Österreich. Zukunft mit Herkunft. Tagungsband (pp. 305-320). Wien, AT: Österreichische Computer Gesellschaft ÖCG.
SNLG -ISS - Sistema Nazionale Linee Guida dell’Istituto Superiore di Sanità (2011). Consensus Conference. Disturbi Specifici dell’apprendimento. Retrieved from https://www.aiditalia.org/Media/Documents/consensus/Cc_Disturbi_Apprendimento.pdf
SNLG -ISS -Sistema Nazionale Linee Guida dell’Istituto Superiore di Sanità (2022). Linea Guida sulla gestione dei Disturbi Specifici dell’apprendimento. Retrieved from https://snlg.iss.it/wp-content/uploads/2022/03/LG-389-AIP_DSA.pdf
Stella, G. & Apolito, A. (2004). Lo screening precoce nella scuola elementare. Può una prova di 16 parole prevedere i disturbi specifici di apprendimento? Dislessia, 1(1), 111-118.
Tancredi, S., Chen, R. S. Y., Krause, C., Abrahmson D., &, Gomez Paloma, G. F. (2021). Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion. Education Sciences & Society, 1, 115-136. doi: 10.3280/ess1-2021oa11818
UNESCO. (1951). Conférence internationale de l’instruction publique: procés-verbaux et recommandations convoquée par l’Unesco et le BIE. Genève, CH: Bureau international d’éducation. Paris, FR: Unesco.
Ventriglia, L. (2016). Come insegnare a leggere ai bambini. Presentazione di una metodologia. Form@re. Open Journal per la Formazione in Rete, 2(16), 374-384. doi: 10.13128/formare-17928
What Works Clearinghouse. (2020). What Works Clearinghouse Standards Handbook, Version 4.1. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
Amso, D., & Sherif, G. (2015). The attentive brain: insights from developmental cognitive neuroscience. Nat Rev Neurosci, 16, 606-619. doi: 10.1038/nrn4025
Caldarola, N., Perini, N., & Cornoldi, C. (2012). DLC. Una prova di decisione lessicale per la valutazione collettiva delle abilità di lettura. Dislessia, 9, 89-104. Retrieved from https://www.airipa.it/wp-content/uploads/2013/12/Caldarola-et-al-1-12-1.pdf
Calvani, A., Damiani, P., Montesano, L., Miranda, S., & Ventriglia, L. (2021). Evidenze scientifiche ed insegnamento della lettura. Perché una alfabetizzazione fono-sillabica strutturata è necessaria per tutti i bambini. Giornale Italiano dei Disturbi del Neurosviluppo. Buone prassi per la scuola, la clinica e la ricerca, 6(3), 14-33. Retrieved from https://sapie.it/wp/wp-content/uploads/2022/01/Risultati-programma-ALFABETO.pdf
Calvani, A., & Ventriglia, L. (2017). Insegnare a leggere ai bambini. Gli errori da evitare. Roma, IT: Carocci.
Calvani, A., Ventriglia, L., Damiani, P., & Zanaboni, B. (2022). Alfabeto: Libro dell’insegnante. Torino, IT: SApIE.
Carretti, B., & Zamperlin, C. (2010). La relazione fra lettura strumentale, comprensione da ascolto e comprensione del testo in studenti italiani. Ricerche di Psicologia, 13, 361-373. doi: 10.3280/RIP2010-003003
Churches, E., Dommett, J., Devonshire I. M., Hall, R., Higgins, S., & Korin, A. (2020). Translating Laboratory Evidence into Classroom Practice with Teacher-Led Randomized Controlled Trials - A Perspective and Meta-Analysis. Mind, Brain and Education, 14(3), 292-302. doi: 10.1111/mbe.12243
Coe, R. (1999). Manifesto for Evidence-Based Education. Retrieved from https://f.hubspotusercontent30.net/hubfs/5191137/attachments/ebe/manifesto-for-ebe.pdf
Cornoldi, C., Miato, L., Molin, A., & Poli, S. (2009). PRCR-2/2009. Prove di prerequisito per la diagnosi delle difficoltà di lettura e scrittura. Firenze, IT: Giunti O.S.
Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121. doi: 10.1111/1467-8527.00106
Dehaene, S. (2009). I neuroni della lettura. Milano, IT: Raffaello Cortina.
Dehaene, S. (1997). The number sense. New York, NY, US: Oxford University Press.
Educational Endowment Foundation. (2021). Cognitive Science Approaches in the Classroom: A Review of the Evidence. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/cognitive-science-approaches-in-the-classroom
Franceschi, S., Savelli, E., & Stella, G. (2011). Identificazione precoce dei soggetti a rischio DSA ed efficacia di un intervento abilitativo metafonologico. Dislessia, 3(8), 247-266.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neurological and cognitive studies of phonological reading (pp. 301- 330). Hillsdale, NJ, US: Lawrence Erlbaum
Geake, J. (2008). Neuromythologies in education. Educational Research, 50(2), 123–133. doi: 10.1080/00131880802082518
Geake, J. G. (2009). The brain at school: Educational Neuroscience in the classroom. New York, US: Open University Press.
Gagné, R., & Briggs, L. J. (1974). Principles of instructional design. New York, NY, US: Holton.
Gola, G., Angioletti. L., Cassioli, F., & Balconi, M. (2022). The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience. Front. Psychol., 13, 823-832. doi: 10.3389/fpsyg.2022.823832
Goswami, U., Gombert, J. E., & De Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19(1), 19-52. https://doi.org/10.1017/S0142716400010560
Goswami, U. (2006). Neuroscience and education: from research to practice? Nature reviews neuroscience 7(5), 406-413. doi: 10.1038/nrn1907
Hargreaves, D. H. (1996). Teaching as a Research-Based Profession: Possibilities and Prospects. London, UK: Teacher Training Agency.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY, US: Routledge.
Higgins, S., Katsipataki, M., Villanueva-Aguilera, A. B., Coleman, R., Henderson, P., Major, L. E., … Mason, D. (2016). The Sutton Trust Education Endowment Foundation teaching and learning toolkit. London, UK: Education Endowment Foundation.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817–824. doi: 10.1038/nrn3817
Karmiloff-Smith, A. (1986). From metaprocess to conscious access: Evidence from children’s metalinguistic and repair data. Cognition, 28, 95-147. doi: 10.1016/0010-0277(86)90040-5
Kim, M. & Sankey, D. (2017). Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action. Educational Philosophy and Theory, 50(2), 1-14. doi: 10.1080/00131857.2017.1395736
Immordino-Yang, M. H. & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Brain, Mind and Education, 1, 3-7. doi: 10.1111/j.1751-228X.2007.00004.x
Immordino-Yang M. (2015). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. New York, NY, US: W.W. Norton & Company.
Izard, V., Dehaene-Lambertz, G., & Dehaene, S. (2008). Distinct cerebral pathways for object identity and number in human infants. PLOS Biology, 6: e11. doi: 10.1371/journal.pbio.0060011
Liberman, I. Y. & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading. Annals of Dyslexia, 40, 51-76. doi: 10.1007/BF02648140
Merrill, M. D. (2002). First principles of instruction. Educational Technology. Research and Development, 50(3), 43-59. doi: 10.1007/BF02505024
Midoro, V., Massari, M., & Strisciuglio, C. (2017). Imparare a leggere a tre anni. TD Tecnologie Didattiche, 24(3), 173-182. doi: 10.17471/2499-4324/929
Miranda, S. & Montesano, L. (2021). Prerequisiti della lettura: valutare la consapevolezza fonologica. Giornale Italiano dei Disturbi del Neurosviluppo. Buone prassi per la scuola, la clinica e la ricerca, 6(2), 136-160.
MIUR. (2011). Linee guida per il diritto allo studio degli alunni e degli studenti con DSA. Retrieved from https://www.unimi.it/sites/default/files/2018-07/linee_guida_sui_dsa_12luglio2011.pdf
Montessori M. (1999). La scoperta del bambino. Milano, IT: Garzanti.
Morais, J. (1989). Phonological awareness: A bridge between language and literacy. In D.J. Sawyere & B.J. Fox (Eds.), Phonological awareness in reading: The evolution of current perspective (191-215). New York, NY, US: Springer.
Nota Ministeriale n. 3503 (2016, March 30). Adozione dei libri di testo nelle scuole di ogni ordine e grado -a.s. 2016-2017. Retrieved from https://www.dirittoscolastico.it/wordpress/wp-content/uploads/prot3503.pdf
Padovani, R., Odorici, E., Graziosi, V., Bertelli, B., Iadevaia, M., Bellei, M. F., … Cavazzoni, M. (2018). Sperimentazione del metodo sillabico per insegnare a leggere e scrivere nella scuola primaria. Dislessia, 15(2), 161-172.
Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. Oxford, UK: Oxford University Press.
Posner, M. I. (2004). Cognitive Neuroscience of Attention. London, UK: The Guilford Press.
Rosenshine, B. (2010). Principles of instruction. International Academy of Education. Retrieved from https://orientation94.org/uploaded/MakalatPdf/Manchurat/EdPractices_21.pdf
Sabitzer, B. (2010). Neurodidaktik: Neue Impulse für den Informatikunterricht. In G. Brandhofer (Ed.), 25 Jahre Schulinformatik in Österreich. Zukunft mit Herkunft. Tagungsband (pp. 305-320). Wien, AT: Österreichische Computer Gesellschaft ÖCG.
SNLG -ISS - Sistema Nazionale Linee Guida dell’Istituto Superiore di Sanità (2011). Consensus Conference. Disturbi Specifici dell’apprendimento. Retrieved from https://www.aiditalia.org/Media/Documents/consensus/Cc_Disturbi_Apprendimento.pdf
SNLG -ISS -Sistema Nazionale Linee Guida dell’Istituto Superiore di Sanità (2022). Linea Guida sulla gestione dei Disturbi Specifici dell’apprendimento. Retrieved from https://snlg.iss.it/wp-content/uploads/2022/03/LG-389-AIP_DSA.pdf
Stella, G. & Apolito, A. (2004). Lo screening precoce nella scuola elementare. Può una prova di 16 parole prevedere i disturbi specifici di apprendimento? Dislessia, 1(1), 111-118.
Tancredi, S., Chen, R. S. Y., Krause, C., Abrahmson D., &, Gomez Paloma, G. F. (2021). Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion. Education Sciences & Society, 1, 115-136. doi: 10.3280/ess1-2021oa11818
UNESCO. (1951). Conférence internationale de l’instruction publique: procés-verbaux et recommandations convoquée par l’Unesco et le BIE. Genève, CH: Bureau international d’éducation. Paris, FR: Unesco.
Ventriglia, L. (2016). Come insegnare a leggere ai bambini. Presentazione di una metodologia. Form@re. Open Journal per la Formazione in Rete, 2(16), 374-384. doi: 10.13128/formare-17928
What Works Clearinghouse. (2020). What Works Clearinghouse Standards Handbook, Version 4.1. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf