Email this article Lo sviluppo delle abilità inferenziali di lettura nella scuola dell’infanzia con l’utilizzo della LIM: le premesse di una ricerca
Abstract
The Development of Inferential Reading Skills in Kindergarten by Means of IWB: A Preliminary Research
The article describes the communicative and interactive processes in groups of kindergarten children engaged in text reading/understanding tasks through the functional use of IWB. The aim is to use specific methodologies and teaching aids to assess whether and how it is possible to stimulate and facilitate inferential skills development with the learner’s active involvement. In this understanding process, the basic function is carried out by an adult who controls the interaction between peers during the reading step and the way the children are engaged to participate and act. The research project consists of meetings during which children are invited to read animated figures or static picture sequences. The experimental design envisages a control group in which a teacher introduces materials without the aid of IWB, and an experimental group in which children work on the same materials presented through IWB. Moreover, the research aims to show how the use and sharing of soundgraphic texts can enhance the children’s analytical competence and heuristic processes.
Keywords
Full Text:
PDFReferences
Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255-291). New York: Longman.
Bartlett, F. C. (1932). Remembering. A study in experimental and social psychology. Cambridge: Cambridge University Press (trad. it., La memoria. Milano: FrancoAngeli, 1970).
Bertolini, C. (2012). Senza parole. Promuovere la comprensione del testo nella scuola dell’infanzia. Parma: Spaggiari.
Bransford, J. D., & Johnson, M. K. (1973). Considerations of same problems of comprehension. In W. G. Chase (Ed.), Visual information processing. Orlando: Academic Press.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Cain, K., & Oakhill, J. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5-6), 489-503.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal Educational Psychology, 96(1), 31-42; (4), 671-681.
Calliens, S., Denhier, G., & Jhean-Lorose, S. (1998). The intemediate effect: Interaction between prior knowledge and text structure. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Cardarello, R., & Contini, A. (Eds.). (2012). Parole, immagini, metafore. Per una didattica della comprensione. Parma: Spaggiari.
Cardarello, R., & Contini, C. (2012). Leggere insieme per comprendere un testo: descrivere e valutare i processi comunicativi. Giornale Italiano della Ricerca Educativa, 8, 13-24.
Chomsky, N. (1957). Syntactic structures. Mouton: The Hougue.
Chomsky, N. (1965). Aspect of the theory of syntex. Cambridge, MA: MIT Press.
Davis, R., & Lenat, D. (1982). Knowledge-based systems in artificial intelligence. New York: Oxford University Press.
De Beni, R., & Pazzaglia, F. (1995). La comprensione del testo: modelli teorici e programmi d’intervento. Torino: Utet.
De Beni, R., Pazzaglia, F., Molin, A., & Zamperlin, C. (2003). Psicologia cognitiva dell’apprendimento. Aspetti teorici e applicazioni. Trento: Erickson.
De Kerckhove, D. (1993). Braimframs, Mente, tecnologia, mercato. Bologna: Baskerville.
Digregorio, P., & Sobel-Lojeski, K. (2009). The Effects of Interactive Whiteboards (IWBs) on student performance and learning: A literature review. Journal of Educational Technology Systems, 38(3), 255-312.
Flavell, J. H., Miller, P. H., & Miller, S. (1996). Psicologia dello sviluppo cognitivo. Bologna: il Mulino (ed. orig. 1977).
Gernsbacher, M. A. (1985). Surface information loss in comprehension. Cognitive Psychology, 17, 324-363.
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigation differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 245-262.
Gerrig, R. J. (1986). Process models and pragmatics. In N. E. Sharkey (Ed.), Advances in cognitive science. Chichester: Ellis Horwood.
Goodman, K. (1976). Manifesto for a reading revolution. In F. V. Gollasch, Language and literacy: The selected writings of Kenneth S. Goodman (pp. 231-241). London: Routledge & Kegan Paul.
Gough, P. B. (1972). One second of reading. In J. F. Kavaugh & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 331-358). Cambridge, MA: MIT Press.
Graesser, A. C., & Kreuz, R. J. (1993). A theory of inference generation during text comprehension. Discourse Processes, 16, 145-160.
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395.
Graesser, A. C., Millis, K. K., & Zwann, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189.
Grice, H. P. (1967). Logic and conversation (trad. it. a cura di M. Sbisà. In Gli atti linguistici, pp. 199-219. Milano: Feltrinelli).
Johnson-Laird, P. N. (1983). Mental models. Toward a cognitive science of language, inference and consciousness. Cambridge: Cambridge University Press (trad. it., Modelli mentali. Bologna: il Mulino, 1988).
Hall, I., & Higgins, S. (2005). Primary school students perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2), 102-117.
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225.
Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C. S., White, M. J., & Kremer, K. E. (2005). Developing successful readers: Building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33(2), 91-98.
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. (2007). Comprehension in preschool and early elementary children: Skill development and strategy interventions. In D. S. McNamara (Ed.), Reading comprehension strategies, theories, interventions and technologies (pp. 27-45). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
Kintsch, W., & van Dijk, T. A. (1978). Toward a model text comprehension and production. Psychological Review, 85, 363-394.
Levorato, M. C. (1988). Racconti, storie e narrazioni. I processi di comprensione dei testi. Bologna: il Mulino.
Levorato, M. C. (2000). Le emozioni nella lettura. Bologna: il Mulino.
Levorato, M. C., & Nisi, B. (2001). Imparare a comprendere e produrre testi. In L. Camaioni (a cura di), Psicologia dello sviluppo del linguaggio. Bologna: il Mulino.
Levorato, M. C., & Roch, M. (2007). TOR. Test di comprensione del Testo Orale 3-8 anni. Firenze: Giunti OS.
Lumbelli, L. (1993). Per una stimolazione intensiva della meta comprensione. In C. Pontecorvo, La condivisone della conoscenza. Firenze: La Nuova Italia.
Lumbelli, L. (1996). Focousing on text comprehension as a problem-solving task: A fopresting project for culturally deprived children. In C. Cornoldi & J. Oakhill, Reading comprehension difficulties: Processes and intervention
(pp. 301-330). Mahawah, NJ: Lawrence Erlbaum Associates Publishers.
Lumbelli, L. (2009). La comprensione come problema. Il punto di vista cognitivo. Bari: Laterza.
Marini Mariucci, F. (1991). La mente che legge: analisi della comprensione del testo. Roma: Sovera Multimedia.
Marzano, A. (2012). Didattica e tecnologie digitali. Metodologie, strumenti, percorsi. Lecce: Pensa MultiMedia.
Mckoon, G., & Ratcliff, R., (1992). Inference during reading. Psychological Rewiew, 99, 440-466.
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1-43.
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Development Psychology, 41(2), 428-442.
Neisser, U. (1987). Concept and conceptual development: ecological and intellectual Factors in Categorization. Cambridge: Cambridge University Press (trad.it., Concetti e sviluppo concettuale. Fattori ecologici e intellettuali della categorizzazione.
Roma: Città Nuova, 1989).
Nicoletti, R., & Rumiati, R. (2006). I processi cognitivi. Bologna: il Mulino.
Oakhill, J. (1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54, 31-39.
Paris, S., Lipson, M., & Wixson, K.(1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(1), 293-316.
Paris, S., & Myers, M. (1981). Comprehension monitoring, memory, and study strategies of good and poor readers. Journal of Reading Behavior, 13, 5-22.
Piaget, J. (1923). La langage et la penseè chez l’enfant. Neuchâtel: Delachaux et Niestlè (trad. it., Il linguaggio e il pensiero del fanciullo. Firenze: Giunti, 1955).
Piaget, J. (1936). Le naissance de l’intelligence chez l’enfant. Neuchâtel: Delachaux et Niestlè.
Piaget, J., & Inhelder, B. (1959). La géometrie spontanée de l’enfant. Neuchâtel: Delachaux et Niestlé (trad. it., La geometria spontanea del bambino. Firenze: La Nuova Italia, 1979).
Rollo, D., Pinelli, M., & Perini, S. (2002). Slot-filler: precursori concettuali o categorie precoci? Giornale Italiano di Psicologia, 29(1), 113-129.
Rollo, D. (2007). Narrazione e sviluppo psicologico. Roma: Carocci.
Rumelhart, D. E. (1977). Understanding and summarizing brief stories. In D. La Berge & S. J. Samuels (Eds.), Basic process in reading: Perception and comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Schank, R. G., & Abelson, R. P. (1977). Script, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Smorti, A. (1994). Il pensiero narrativo. Firenze: Giunti.
Stanovich, E., West, R. F., Cunningham, A. E., Cipielewskj, J., & Siddiqui, S. (1996). The role of inadequate print exposure as a determinant of reading comprehension problems. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Process and intervention (pp. 15-32). Mahawah, NJ: Lawrence Erlbaum Associates Publishers.
Stein, N. G., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. Freddle (Ed.), Discourse processing: Multidisciplinary perspectives. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Sternberg, R. J. (1996). Psicologia cognitiva. Padova: Piccin.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Trabasso, T. (1989). Cognitive load theory during problem solving: Effect on learning. Cognitive Science, 12, 257-285.
Van den Broek, P., Kremer, K. E., Lynch, J. S., Butler, J., White, M. J., & Lorch, E. P. (2005). Assessment of comprehension abilities in young children. In S. Paris & S. Stalhl, New directions in assessment of reading comprehension (pp. 107-130). Mahawah, NJ: Lawrence Erlbaum Associates Publishers.
Van Dijk, T. A. (1995). Discourse analysis as ideology analysis. In C. Schoffner & A. Weden (Eds.), Language and pace (pp. 17-33). Aldershot: Dartmouth.
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Viganò, R. (2002). Pedagogia e sperimentazione: metodi e strumenti per la ricerca educative. Milano: Vita e Pensiero.
Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96.
DOI: https://doi.org/10.7358/ecps-2014-010-marz
Copyright (©) 2014 – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto