Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching read, compare them with practices, as they emerge from school textbooks proposed publishing houses in Italy. Moving importance recently assumed scientific effective and need avoid risks misunderstandings that can be generated for its use practice, evidence acquired about reading writing is presented, recalling focus grapheme-phoneme correspondence children a progressive, systematic explicit way. It then pointed out propose approaches clear contrast this finding. The second part focuses experimental researches conducted Italy recent years, congruent framework previously indicated, which achieve better effectiveness high motivation all pupils. Particular attention paid national Association S.Ap.I.E.