This study investigates the hypothesis that the child's initial level of linguistic awareness affects the way in which s/he subsequently learns to read and write. Tests of linguistic awareness were administered to 81 first‐grade students from a school located in an urban fringe area of Rome with post‐assessment after the first year of instruction. Significant relationships emerged across classrooms between initial levels of linguistic awareness and end‐of‐year performance, as well as with home educational factors, The discussion touches on these factors and it concludes with comments on and implications for Italian early childhood education.
Linguistic awareness and literacy / Zucchermaglio, C.; Pontecorv, o. C.; Tonucc, i. F.; Blachowicz, C. L. Z.. - In: READING PSYCHOLOGY. - ISSN 1521-0685. - 7:1(1986), pp. 11-25.
Linguistic awareness and literacy
Zucchermaglio C.
Primo
Writing – Original Draft Preparation
;
1986
Abstract
This study investigates the hypothesis that the child's initial level of linguistic awareness affects the way in which s/he subsequently learns to read and write. Tests of linguistic awareness were administered to 81 first‐grade students from a school located in an urban fringe area of Rome with post‐assessment after the first year of instruction. Significant relationships emerged across classrooms between initial levels of linguistic awareness and end‐of‐year performance, as well as with home educational factors, The discussion touches on these factors and it concludes with comments on and implications for Italian early childhood education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
