Design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading in childcare services; understand 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 for early childhood; become better aware of the relationship between reading, writing, listening, telling and building of personal identity; communicate effectively, face to face and through the network with colleagues of the course, with the tutors and the teacher.
By the study of "Didactics 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 for early childhood.
Applying knowledge and understanding
- design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading in childcare services;
- 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 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 "Didactics 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 for early childhood.
Applying knowledge and understanding
- design, organize and evaluate measures for promotion, entertainment and reading comprehension and enjoyment of reading in childcare services;
- 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 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.
scheda docente
materiale didattico
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.
MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED).
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY
SUBDIVISION IN FORMS
FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).
DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..).
THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY PRESENTS SPECIFIC CONTENT DEDICATED TO EARLY CHILDHOOD AND APPLICATIONS TO EARLY CHILDHOOD EDUCATION SETTINGS. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW:
1) ONLINE GROUP WORK
THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE: FORMONLINE.UNIROMA3.IT
2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.
BEGINNING OF LESSONS BASIC COURSE: SECOND SEMESTER, MARCH, 2024,
LESSONS TIMETABLE:
MONDAY, 11.00-13.00.
THURSDAY 9.00-11.00
ROOM AT THE NEW EDUCATIONAL CENTER IN VIA PRINCIPE AMEDEO, N ° 184
- 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.
Programma
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.
MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED).
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY
SUBDIVISION IN FORMS
FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).
DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..).
THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY PRESENTS SPECIFIC CONTENT DEDICATED TO EARLY CHILDHOOD AND APPLICATIONS TO EARLY CHILDHOOD EDUCATION SETTINGS. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW:
1) ONLINE GROUP WORK
THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE: FORMONLINE.UNIROMA3.IT
2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.
BEGINNING OF LESSONS BASIC COURSE: SECOND SEMESTER, MARCH, 2024,
LESSONS TIMETABLE:
MONDAY, 11.00-13.00.
THURSDAY 9.00-11.00
ROOM AT THE NEW EDUCATIONAL CENTER IN VIA PRINCIPE AMEDEO, N ° 184
Testi Adottati
- 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.
Modalità Erogazione
MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED). SUBDIVISION IN FORMS FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU). DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..). THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY PRESENTS SPECIFIC CONTENT DEDICATED TO EARLY CHILDHOOD AND APPLICATIONS TO EARLY CHILDHOOD EDUCATION SETTINGS. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW: 1) ONLINE GROUP WORK THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE: FORMONLINE.UNIROMA3.IT 2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED. Lessons start: second semester, March 2024 Class timetable: Monday from 11.00 to 13.00; Thursday from 9.00 to 11.00. Classroom at the teaching center in via Principe Amedeo, n. 184.Modalità Frequenza
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY.Modalità Valutazione
WILL BE GIVEN A WRITTEN TRAINING TEST ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH. FINAL ASSESSMENT: DEVELOPS IN FORM OF ORAL EXAMINATION AND INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. ACCESS TO THE ORAL EXAMINATION IS SUBJECT TO THE IMPLEMENT OF THE ACTIVITIES AGREED ON FORMATIVE PATH; THE FINAL TEST OF PROFIT IS UNIQUE. "IN THE CASE OF AN EXTENSION OF THE HEALTH EMERGENCY BY COVID-19 ALL THE PROVISIONS GOVERNING THE CONDUCTION OF TEACHING ACTIVITIES AND STUDENT EVALUATION WILL BE IMPLEMENTED. ESPECIALLY, THE FOLLOWING MODALITIES WILL BE APPLIED: THE FINAL EXAM WILL BE CONDUCTED IN THE FORM OF AN ONLINE ORAL EXAM, USING THE ONLINE PLATFORM INDICATED BY THE UNIVERSITY."
scheda docente
materiale didattico
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.
MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED).
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY
SUBDIVISION IN FORMS
FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).
DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..).
THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY PRESENTS SPECIFIC CONTENT DEDICATED TO EARLY CHILDHOOD AND APPLICATIONS TO EARLY CHILDHOOD EDUCATION SETTINGS. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW:
1) ONLINE GROUP WORK
THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE: FORMONLINE.UNIROMA3.IT
2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.
BEGINNING OF LESSONS BASIC COURSE: SECOND SEMESTER, MARCH 2024 AT THE NEW EDUCATIONAL CENTER IN VIA PRINCIPE AMEDEO, N ° 184
- 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.
Programma
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.
MODALITY OF DIDACTICTS ORGANIZATION IN PRESENCE AND IN DISTANCE (MIXED).
ATTEND TO THE COURSE LESSONS IS STRONGLY RECOMMENDED, BUT IS NOT MANDATORY
SUBDIVISION IN FORMS
FORM – BASE PATH: 36 HOURS LESSON IN PRESENCE (6 CFU).
DURING THE LESSONS ARE EXPECTED IN THE PRESENCE OF SHARED READING EXPERIENCES-QUALITY TEXT, WILL BE GIVEN DIRECTIONS IN RELATION TO TEXTS, WEBSITES AND MATERIALS USEFUL TO EXPLORE SPECIFIC TOPICS OF INTEREST; MATERIALS WILL BE PRESENTED THROUGH ACTIVITIES OF REFLECTION AND DISCUSSION (BOOKS, CASE STUDIES, VIDEOS, CONCEPT MAPS, COMPREHENSION TESTS, ETC..).
THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY PRESENTS SPECIFIC CONTENT DEDICATED TO EARLY CHILDHOOD AND APPLICATIONS TO EARLY CHILDHOOD EDUCATION SETTINGS. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW:
1) ONLINE GROUP WORK
THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE: FORMONLINE.UNIROMA3.IT
2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.
BEGINNING OF LESSONS BASIC COURSE: SECOND SEMESTER, MARCH 2024 AT THE NEW EDUCATIONAL CENTER IN VIA PRINCIPE AMEDEO, N ° 184
Testi Adottati
- 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.
Bibliografia Di Riferimento
-Modalità Erogazione
-Modalità Frequenza
Class attendance is strongly recommended but not mandatory.Modalità Valutazione
WILL BE GIVEN A WRITTEN TRAINING TEST ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH. FINAL ASSESSMENT: DEVELOPS IN FORM OF ORAL EXAMINATION AND INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE WORK AGREED ON FORMATIVE PATH (ON-LINE ACTIVITIES ). ACCESS TO THE ORAL EXAMINATION IS SUBJECT TO THE IMPLEMENT OF THE ACTIVITIES AGREED ON FORMATIVE PATH; THE FINAL TEST OF PROFIT IS UNIQUE.