- La formazione alla ricerca
- A cura di Vanna Boffo, Fabio Togni
Indici predittivi delle abilità di lettura e scrittura. Una revisione sistematica PRISMA
- Alice Mercugliano
- © 2024 Author(s) |
- CC BY 4.0
- DOI: 10.36253/979-12-215-0504-7.34
Understanding the learning process of reading and writing requires an in-depth analysis of the predictive indices that determine their development. Their study is fundamental to both research and clinical practice, enabling the implementation of targeted educational techniques and the early identification of children at risk of learning disorders. This study explores the relationship between these indices and reading and writing skills through a systematic PRISMA review. Through a comprehensive search of various databases, 102 articles were identified that met the inclusion criteria. The results reveal considerable interest in the scientific community in this topic, underlining the multi-componential nature of learning processes. However, while the main focus has been on reading, there is a dearth of studies on writing ability, just as in the face of a greater study of the proximal stages to school age, there is a dearth of studies with an assessment during early childhood. Furthermore, the review showed a limited focus of the literature on predictors of specific learning disorders, and an exclusive emphasis on certain types of predictive indices, leaving out others of equal importance. There is therefore a need for further research into this topic, encouraging research aimed at overcoming the limitations currently encountered.
- Keywords:
- Predictive Indices,
- Preschool Age,
- Reading,
- Systematic Review,
- Writing,
University of Florence, Italy - ORCID: 0000-0002-3450-9898
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- Fletcher, Jack M., Lyon, G.Reid, Fuchs, Lynn S., e Marcia A. Barnes. 2018. Learning Disabilities: From Identification to Intervention. New York: The Guilford Press.
- National Early Literacy Panel. 2008. Developing Early Literacy: Report of the National Early Literacy Panel. Jessup, MD: National Institute for Literacy.
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- Page, Matthew J., McKenzie, Joanne E., Bossuyt, Patrick M., Boutron, Isabelle, Hoffmann, Tammy C., et al. 2021. “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” BMJ 372: 71. DOI: 10.1136/bmj.n71
- Sistema Nazionale Linee Guida (SNLG) . 2021. Linea Guida sulla gestione dei Disturbi Specifici dell’Apprendimento. Aggiornamento ed integrazioni. Roma: ISS (Istituto Superiore di Sanità). <https://www.iss.it/documents/20126/8331678/LG-389-AIP_DSA.pdf/a288d319-fb01-bb17-9be1-d1cbd6a50e19?t=1677495513359> (2024-02-01).
- Whitehurst, Graver J., e Christopher J. Lonigan. 1998. “Child Development and Emergent Literacy.” Child Development 69 (3): 848-72. DOI: 10.2307/1132208
Informazioni sul capitolo
Titolo del capitolo
Indici predittivi delle abilità di lettura e scrittura. Una revisione sistematica PRISMA
Autori
Alice Mercugliano
Lingua
Italian
DOI
10.36253/979-12-215-0504-7.34
Opera sottoposta a peer review
Anno di pubblicazione
2024
Copyright
© 2024 Author(s)
Licenza d'uso
Licenza dei metadati
Informazioni bibliografiche
Titolo del libro
La formazione alla ricerca
Sottotitolo del libro
Il dottorato fra qualità e prospettive future
Curatori
Vanna Boffo, Fabio Togni
Opera sottoposta a peer review
Numero di pagine
320
Anno di pubblicazione
2024
Copyright
© 2024 Author(s)
Licenza d'uso
Licenza dei metadati
Editore
Firenze University Press
DOI
10.36253/979-12-215-0504-7
ISBN Print
979-12-215-0503-0
eISBN (pdf)
979-12-215-0504-7
eISBN (xml)
979-12-215-0505-4
Collana
Studies on Adult Learning and Education
ISSN della collana
2704-596X
e-ISSN della collana
2704-5781