Between literacy and textual comprehension: four recent resources and a teaching experience in comparison

Abstract

This paper proposes a comparison between a learning to read path in the first class of a primary school and the outcomes of recent papers on early literacy and reading education. The educational practices used in the class are analyzed according to different methodological approaches; these are in turn justified in terms of their effectiveness in explaining the educational processes documented by the teachers. Thanks to this, notions such as phonological awareness and emergent literacy are tested in a real context rather than an experimental one, while they also contribute to the assessment of an educational project in which early literacy activities are oriented from the very beginning to lay the foundations for the progressive development of textual competence.