The ability to read and comprehend texts is one of the key competencies for lifelong learning. The INVALSI 2024 report, from the year 2019 to the year 2024, shows a decline in scores in the specific area referring to Italian in general and in text comprehension, thus soliciting reflections aimed at tracing new strategies that can subsidize these fragilities. In this paper, theoretical frameworks on comprehension and creativity are presented in order to introduce the research design of the Parma Local Unit of the PRIN 2022 research project “Fostering text comprehension as a way to make learning and thinking visible,” based on the use of a playful device as a basis on which to support text comprehension at the elementary school level.
Comprensione del testo e creatività tra sperimentazione e gioco / Bartolucci, Marco; Catania, Debora; Pintus, Andrea. - ELETTRONICO. - (2024), pp. 353-364. (Intervento presentato al convegno La lettura ad alta voce condivisa. Shared reading aloud. tenutosi a Perugia nel 4-6 dicembre 2024).
Comprensione del testo e creatività tra sperimentazione e gioco
Bartolucci Marco
;Catania Debora
;Andrea Pintus
2024-01-01
Abstract
The ability to read and comprehend texts is one of the key competencies for lifelong learning. The INVALSI 2024 report, from the year 2019 to the year 2024, shows a decline in scores in the specific area referring to Italian in general and in text comprehension, thus soliciting reflections aimed at tracing new strategies that can subsidize these fragilities. In this paper, theoretical frameworks on comprehension and creativity are presented in order to introduce the research design of the Parma Local Unit of the PRIN 2022 research project “Fostering text comprehension as a way to make learning and thinking visible,” based on the use of a playful device as a basis on which to support text comprehension at the elementary school level.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.