Università Roma Tre

DESCRIPTION OF THE COURSE
THE COURSE “TEACHING OF READING” TAKES READING AS A COMPLEX SKILL AND IN EXPLORING ITS MULTIPLE DIMENSIONS, IT SPELLS OUT THE REASONS FOR THE PLANNING OF TEACHING AND EDUCATIONAL SUPPORTS WITH AND THROUGH THE READING, WHICH ARE SHARED, MOTIVATING , DOCUMENTED AND EVALUATED IN ACCORDANCE WITH THE INCLUSIVE, PROACTIVE AND GUIDANCE PURPOSE , WHICH SHOULD CHARACTERIZE THE EDUCATIONAL AND TRAINING SERVICES AIMED AT INDIVIDUALS AND FAMILIES.
THE COURSE, IN PARTICULAR, DISCUSSES THE INTERVENTION STRATEGIES TO PROMOTE THE PLEASURE OF READING AND OF THE UNDERSTANDING OF TEXTS ACCORDING TO THE DIFFERENT COGNITIVE, AFFECTIVE, MOTIVATIONAL NEEDS OF INDIVIDUALS WITH THE PERSONALISATION OF LEARNING PATHS BY MEANS OF AN ORAL, WRITTEN AND MULTIMEDIA METHODS, USING QUALITY BOOKS, ALSO CHOSEN AS AN ALTERNATIVE TO SCHOOL TEXTBOOKS.
STRATEGIES HAVE BEEN EXAMINED TO ASSESS THE QUALITY OF THE BOOKS AIMED AT CHILDREN, TO DIAGNOSE COMPREHENSIBILITY AND TO IDENTIFY THE MOST EFFECTIVE WAYS OF THEIR MEDIATION.
THE DEVELOPMENT OF SCHOOL MULTIMEDIA LIBRARIES IS PRESENTED, IN ITS INTEGRATION WITH THE CIVIC AND TERRITORIAL ONES , AS A SOLUTION TO OVERCOME THE OPPOSITION BETWEEN SCHOOL AND EXTRACURRICULAR READING. THE READING OF BOOKS AND THE SHARED READING, ARE ANALYZED ALONG WITH OTHER TYPES, INCLUDING THE HYPERTEXT ON THE WEB, THAT USES ELECTRONIC AND DIGITAL RESOURCES.

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..).

FORM – PATH ANALYSIS: 18 HOURS ONLINE AND IN PRESENCE (3 CFU). TO IMPLEMENT THE ACTIVITIES OF THE PATH ANALYSIS, STUDENTS CAN CHOOSE ONE OF THE OPTIONS LISTED BELOW.
1) TEAM WORKS IN PRESENCE AND ONLINE.
STUDENTS WHO ATTEND THE COURSE (BASE PATH) INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS THAT WILL WORK IN PRESENCE AND ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.
2)TEAM WORKS ONLINE.
STUDENTS INFORM THE TEACHER TO WANT TO PARTICIPATE IN THE TEAMS WORKS ONLINE. THE TEACHER CONSTITUTES THE WORKING GROUPS, ASSIGNS TO EACH GROUP THE JOB TO BE DONE (ACCORDING WITH THE GROUP), AND SHOWS THE OPERATING MODALITIES THAT WILL BE FOLLOWED.
3)WORKS OF CRITIC ANALYSIS ABOUT ONE OF THE COURSE’S THEME WITH PRODUCTION OF A WRITTEN EXAMINATION PAPER REALIZED INDIVIDUALLY OR IN SMALL GROUPS. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.
ACTIVITIES OF THE PATH ANALYSIS REQUIRE THE MINIMUM TIME OF ACHIEVEMENT OF 5 WEEKS.

- 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.