Modern evaluation of children's reading skills in schools still appears to riflect the tendency to confuse oral decoding skills with understanding of the texts: a tendency which is the result of a rigidly sequential "one-track" approach to reading which, over the last 20 years, as been demonstrated by neuropsychologists to be inadequate. The aim of our study was to ascertain the extent of this tendency today, evaluating the reading skills of 114 primary school children through application of the MT Objective Profit Tests and comparing the results with the appraisals made by the children's teachers. The results indicate a considerable understimation, on the part of the school, of the real reading difficulties children have, and confirm the fact that appraisals are essentially based on a child's oral decoding skills, while insufficient emphasis is placed on problems relating to understanding of the text. Furthermore, the Objective Tests, which allow separate investigation of this two areas, (comprehension vs. oral decoding) show that, even at the earliest stages of the acquisition of the ability to read, a dissociation can be the detected between comprehension skills and the speed and accuracy with which a child can read aloud. Along side this evaluation of children's reading skill, we also carried out an investigation of motivational aspects which highlights how children who experienced most reading difficulty run the risk of developing a conception of reading as a "performance" activity, which is an end in itself and is of no communicative value.
|Translated title of the contribution||Children's reading skills at the end of the first year's schooling. Oral decoding skills, ability to understand the text and motivational aspects studied in a sample of 114 children from a province in lombardy|
|Number of pages||8|
|Journal||SAGGI - Neuropsicologia Infantile Psicopedagogia Riabilitazione|
|Publication status||Published - 1996|
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health