Design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading; know the cognitive, affective and emotional components involved in reading; assess the quality of the books in relation to children’s cognitive development; build reading comprehension tests on different types of text; understand the variety of reading practices in multimedia environments and conduct shared reading experiences; become better aware of the relationship between reading, writing, listening, telling and building of personal identity; understand the main features of the shared read and appreciate it in different educational contexts; communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher.
By the study of "Teaching of Reading" the student will be able to achieve the following training objectives.
Knowledge and understanding ...
- understand the cognitive, affective and emotional components involved in reading;
- understand the variety of reading practices in multimedia environments and conduct shared reading experiences.
Applying knowledge and understanding …
- plan, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading;
- build reading comprehension tests on different types of text.
Making judgements …
- assess the quality of the books in relation to children’s cognitive development;
- become better aware of the relationship between reading, writing, listening, telling and building of personal identity.
Communication skills …
- communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher;
- share readings, considerations, personal or produced in the working group papers.
Learning skills …
- be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them;
- be able to collaborate on the development of an online learning “narrative community” that makes more meaningful the understanding of the topics covered.
By the study of "Teaching of Reading" the student will be able to achieve the following training objectives.
Knowledge and understanding ...
- understand the cognitive, affective and emotional components involved in reading;
- understand the variety of reading practices in multimedia environments and conduct shared reading experiences.
Applying knowledge and understanding …
- plan, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading;
- build reading comprehension tests on different types of text.
Making judgements …
- assess the quality of the books in relation to children’s cognitive development;
- become better aware of the relationship between reading, writing, listening, telling and building of personal identity.
Communication skills …
- communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher;
- share readings, considerations, personal or produced in the working group papers.
Learning skills …
- be able to observe the contexts in which they operate and to reflect critically on the dynamics that characterize them;
- be able to collaborate on the development of an online learning “narrative community” that makes more meaningful the understanding of the topics covered.
teacher profile teaching materials
THE COURSE, IN PARTICULAR, DISCUSSES THE EDUCATIONAL STRATEGIES TO PROMOTE THE PLEASURE OF READING AND THE READING COMPREHENSION. THE CHILDREN’S COGNITIVE DEVELOPMENT AND THE DIFFERENT COGNITIVE, AFFECTIVE, MOTIVATIONAL NEEDS, SHOULD ORIENTED THE INDIVIDUALIZATION OF THE LEARINIG PATH. THE PATHS COULD USE ORAL, WRITTEN AND MULTIMEDIA STRATEGIES AND SELECT HIGH QUALITY BOOKS IN DIFFERENT FORMAT. IT IS ALSO SUGGESTED THE CHOSEN OF BOOKS AS AN ALTERNATIVE TO SCHOOL TEXTBOOKS. DIFFERENT CRITERIA ARE EXAMINED IN THE COURSE IN ORDER TO ASSESS THE QUALITY OF THE BOOKS AIMED AT CHILDREN, TO DIAGNOSE COMPREHENSIBILITY AND TO IDENTIFY THE MOST EFFECTIVE WAYS OF THEIR MEDIATION.
IN ORDER TO OVERCOME THE OPPOSITION BETWEEN THE READING PRACTICE IN FAMILY, SCHOOL AND EXTRACURRICULAR CONTEXT, THE DEVELOPMENT OF “ATELIERS”, READING CORNERS AND SCHOOL MULTIMEDIA LIBRARIES, ALSO LINKED TO THE CIVIC AND TERRITORIAL ONES, ARE CONSIDERED STRATEGIC.
THE COURSE ANALYZED MANY TYPE OF TEXT, INCLUDING DIGITAL RESOURCES SUCH AS TABLET AND E-BOOK, TO PROMOTE DIFFERENT KIND OF READING PRACTICE.
- Roberta Cardarello, Storie facili e storie difficili. Valutare i libri per bambini, Edizioni Junior, Azzano San Paolo (BG), 2004.
- Morini Arianna Lodovica, Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico, Anicia, Roma, 2017.
Programme
THE COURSE “DIDACTICS OF READING” CONSIDER READING AS A COMPLEX SKILL. THE COURSE DEEPING THE MULTIPLE DIMENSIONS OF READING, ANALYSE THE REASONS THAT ORIENTED THE INSTRUCTIONAL DISEGNING CONNECTED TO THE READING. THE READING STRATEGIES NEED TO BE SHARED, MOTIVATING, DOCUMENTED AND SHOULD BE EVALUATED WITH AN INCLUSIVE, PROACTIVE AND GUIDANCE APPROACH. THIS APPROACH SHOULD CHARACTERIZE THE “CHILDCARE SERVICES AND THE INTEGRATED SYSTEM OF EDUCATION AND TRAINING”.THE COURSE, IN PARTICULAR, DISCUSSES THE EDUCATIONAL STRATEGIES TO PROMOTE THE PLEASURE OF READING AND THE READING COMPREHENSION. THE CHILDREN’S COGNITIVE DEVELOPMENT AND THE DIFFERENT COGNITIVE, AFFECTIVE, MOTIVATIONAL NEEDS, SHOULD ORIENTED THE INDIVIDUALIZATION OF THE LEARINIG PATH. THE PATHS COULD USE ORAL, WRITTEN AND MULTIMEDIA STRATEGIES AND SELECT HIGH QUALITY BOOKS IN DIFFERENT FORMAT. IT IS ALSO SUGGESTED THE CHOSEN OF BOOKS AS AN ALTERNATIVE TO SCHOOL TEXTBOOKS. DIFFERENT CRITERIA ARE EXAMINED IN THE COURSE IN ORDER TO ASSESS THE QUALITY OF THE BOOKS AIMED AT CHILDREN, TO DIAGNOSE COMPREHENSIBILITY AND TO IDENTIFY THE MOST EFFECTIVE WAYS OF THEIR MEDIATION.
IN ORDER TO OVERCOME THE OPPOSITION BETWEEN THE READING PRACTICE IN FAMILY, SCHOOL AND EXTRACURRICULAR CONTEXT, THE DEVELOPMENT OF “ATELIERS”, READING CORNERS AND SCHOOL MULTIMEDIA LIBRARIES, ALSO LINKED TO THE CIVIC AND TERRITORIAL ONES, ARE CONSIDERED STRATEGIC.
THE COURSE ANALYZED MANY TYPE OF TEXT, INCLUDING DIGITAL RESOURCES SUCH AS TABLET AND E-BOOK, TO PROMOTE DIFFERENT KIND OF READING PRACTICE.
Core Documentation
- Giovanni Moretti, Il piacere della lettura. Seduzione e comprensione del testo nella scuola dell’obbligo, Anicia, Roma, edizione 2015.- Roberta Cardarello, Storie facili e storie difficili. Valutare i libri per bambini, Edizioni Junior, Azzano San Paolo (BG), 2004.
- Morini Arianna Lodovica, Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico, Anicia, Roma, 2017.
Attendance
Attendance is not mandatory, but strongly recommended for the activities proposed online in synchronous mode.Type of evaluation
The final written test, carried out by computer, generally at the headquarters of the Online Piazza of the Roma Tre University, is mainly composed of questions with closed answers (multiple choice, with four answer alternatives, one of which is correct) and some open-ended questions, which concern in particular course contents reviewed and explored in depth in the synchronous meetings. The synchronous activities include the construction and development of concept maps and text comprehension tests also with a self-evaluation function between peers and with the teacher.