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Direct linkPinto, Giuliana; Bigozzi, Lucia; Accorti Gamannossi, Beatrice; Vezzani, Claudio – Journal of Genetic Psychology, 2012
In the present study, the authors aimed to assess the short- and long-term predictive power of the various components of an emergent literacy model on early writing abilities in a language with a mainly transparent orthography (Italian). Emergent literacy skills were assessed in 72 children (M age = 5.05 years, SD = plus or minus 0.03) who were…
Descriptors: Writing Skills, Elementary School Students, Emergent Literacy, Phonological Awareness
Pinto, Giuliana; Bigozzi, Lucia; Gamannossi, Beatrice Accorti; Vezzani, Claudio – European Journal of Psychology of Education, 2009
The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children…
Descriptors: Written Language, Writing Ability, Emergent Literacy, Grade 1
Orsolini, Margherita; Fanari, Rachele; Tosi, Valeria; De Nigris, Barbara; Carrieri, Roberto – Language and Cognitive Processes, 2006
In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from phonological to lexical reading. A group of 28 Italian children was tested in four phases. Language and cognitive skills were first assessed in the preschool. Reading performance was then tested in three different sessions, in…
Descriptors: Italian, Reading Skills, Skill Development, Thinking Skills
