The article focuses on literacy teaching strategies and practices detected through ethnographic observation. The research, promoted by Istituto Provinciale per la Ricerca e la Sperimentazione Educativa (IPRASE) in the period 2016-18, involved eighteen primary school classes in Trentino. Three major interpretation keys emerged from the data analysis: the key role of the teaching practice, that overcomes the rigidity and contrasts of the phonic-syllabic/global methods used to teach reading and writing; the teaching of reading and writing as complex and not only instrumental skills and authentic approach to literacy learning that underpins its authenticity.
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