Ricerca – Crescere Parlando
Le attività nel libro Crescere parlando sono supportate da numerosi studi conclusi con bambini prescolari nel contesto dell’educazione prescolare (con bambini 3-5 anni), con bambini tipici e bambini con ritardo di linguaggio. Ci sono cinque attività di intervento linguistico incluse nel libro che corrispondono ai primi cinque capitoli pratici. L’ultimo capitolo pratico (il bilinguismo) applica tutte le attività di intervento con bambini bilingue che hanno un ritardo di linguaggio. Le attività e i suggerimenti inclusi nei capitoli pratici sono basati sulle evidenze fino ad ora accumulate. Le attività di intervento sono suggerite per la facilitazione del linguaggio in bambini prescolari. Per una bibliografia più estesa, leggete quella inclusa alla fine di ogni capitolo del libro.
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Photo by Yan Krukov, Pexels
1. La conversazione tra l’adulto e il bambino come contesto per facilitare lo sviluppo linguistico
Cleave, P.L., Becker, S., Curran, M., Owen Van Horne, A., & Fey, M. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24, 237-255.
Girolametto, L., Weitzman, E., & Greenberg, J. (2005). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12, 3, 299-311.
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Gilkerson, J., Richards, J. A., Warren, S. F., Kimbrough Oller, D., Russo, R., & Vohr, B. (2018). Language Experience in the Second Year of Life and Language Outcomes in Late Childhood. Pediatrics, 142(4), 1-11.
Romeo, R.R., Leonard, J.A., Robinson, S.T., West, M.R., Mackey, A.P., Rowe, M.L. & Gabrieli, J.D.E. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function. Psychological Science.
2. Le interazioni tra i pari e l’acquisizione del linguaggio
Girolametto, L., Weitzman, E., & Greenberg, J. (2014). The effects of verbal support strategies on small group peer interactions. Language Speech and Hearing Services in the Schools, 35, 3, 254-268.
Washington-Nortey, PM., Zhang, F., Xu, Y. et al. (2020). The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review. Early Childhood Educ J. https://doi.org/10.1007/s10643-020-01126-5
3. La lettura dialogica come contesto di intervento linguistico
Milburn, T., Girolametto, L., Weitzman, E., & Greenberg, J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14, 1, 105-140.
Trivette, C. & Dunst, C. (2007). Relative Effectiveness of Dialogic, Interactive, and Shared Reading Interventions. CELLReviews, 1(2), 1-12.
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4. Il gioco e l’acquisizione del linguaggio
Quinn, S., Donnelly, S., & Kidd, E. (2018). The relationship between symbolic play and language acquisition: A meta-analytic review. Developmental Review, 49, 121-135.
Stagnitti, K, Lewis, F.M. (2015). Quality of pre-school children’s pretend play and subsequent development of semantic organization and narrative re-telling skills. International Journal of Speech-Language Pathology, 17, 148-158.
5. La narrazione come contesto di intervento linguistico
Favot, K., Carter, M. & Stephenson, J. (2021). The Effects of Oral Narrative Intervention on the Narratives of Children with Language Disorder: a Systematic Literature Review. J Dev Phys Disabil, 33, 489–536.
Gillam, S., Olszekski, A., Squires, K., Wolfe, K., Slocum, T., & Gillam, R.B. (2018). Improving narrative production in children with language disorders: An early stage efficacy study of a narrative intervention program. Language Speech and Hearing Services in the Schools, 49, 2, 197-212.
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6. L’intervento linguistico per bambini bilingue con disturbo di linguaggio
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43(6), 456-473.
Young Kong, N. & Hurless, N. (2021). Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies. Topics in Early Childhood Special Education, https://doi.org/10.1177/02711214211027625.