Università Roma Tre

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..).

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.