Evidence, Myths and Teaching Practices: The Case of Teaching Reading in Italian Schools

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Antonio Calvani
Antonio Calvani
2
Paola Damiani
Paola Damiani
3
Sergio Miranda
Sergio Miranda
4
Lorena Montesano
Lorena Montesano
5
Luciana Ventriglia
Luciana Ventriglia

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GJHSS Volume 22 Issue G3

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Summery-Scientific research into the best methods of teaching reading agrees that all pupils can benefit from a rigorous phono-syllabic approach. Nevertheless, global or ideo-visual methods exert a strong appeal to teachers and maintain a wide prevalence in teaching practices, even where the language has a high transparency as in the case of Italian. This paper presents the results of an experiment conducted in Italy that shows the significant advantages for teaching reading deriving from the use of a phono-syllabic, progressive, explicit and systematic method. It underlines the need for institutional decision-makers and authors of school textbooks to take into account the evidence achieved by research and to avoid chasing methodologies superficially attractive but less effective, if not harmful, in such a significant field of early school education.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Antonio Calvani. 2026. \u201cEvidence, Myths and Teaching Practices: The Case of Teaching Reading in Italian Schools\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G3): .

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Educational research on teaching practices in schools.
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: LCC Code: AC4
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v1.2

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April 29, 2022

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English

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Summery-Scientific research into the best methods of teaching reading agrees that all pupils can benefit from a rigorous phono-syllabic approach. Nevertheless, global or ideo-visual methods exert a strong appeal to teachers and maintain a wide prevalence in teaching practices, even where the language has a high transparency as in the case of Italian. This paper presents the results of an experiment conducted in Italy that shows the significant advantages for teaching reading deriving from the use of a phono-syllabic, progressive, explicit and systematic method. It underlines the need for institutional decision-makers and authors of school textbooks to take into account the evidence achieved by research and to avoid chasing methodologies superficially attractive but less effective, if not harmful, in such a significant field of early school education.

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Evidence, Myths and Teaching Practices: The Case of Teaching Reading in Italian Schools

Antonio Calvani
Antonio Calvani
Paola Damiani
Paola Damiani
Sergio Miranda
Sergio Miranda
Lorena Montesano
Lorena Montesano
Luciana Ventriglia
Luciana Ventriglia

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