Reading Instruction in the Primary Grades
Instructional Materials
Primary and lower secondary schools in Italy often are equipped with instructional materials and tools (e.g., interactive multimedia boards or tablets) to support instruction in various subject areas. While textbooks still are the main medium of instruction, schools are encouraged to set up laboratories and other specially equipped spaces (e.g., libraries, gymnasiums, and science and music laboratories). Schools are responsible for purchasing instructional materials, instruments, and equipment according to their budgets.
During the 2014–2015 school year, requirements were abolished for primary schools to adopt new textbooks every five years, for lower secondary schools to adopt new textbooks every six years, and for publishers to revise textbook content every five years.16 Textbooks are chosen by teachers and adopted by teacher committees with input from interclass or class councils and parent representatives. Primary school textbooks are free of charge for families, and the Ministry of Education (Ministero dell’Istruzione, dell’Università e della Ricerca, or MIUR) has established a cost limit for lower secondary school student textbooks.17,18
As of the 2011–2012 school year, schools are required to adopt textbooks that are available exclusively in a downloadable or mixed media format and to promote the development of digital culture and computer literacy. As of the 2014–2015 school year, schools are invited to develop digital education materials for specific disciplines to be used as textbooks and teaching and learning resources. A supervising teacher is required to verify the scientific and educational quality of the materials in collaboration with other teachers and their students. The materials must then be sent to the MIUR, which makes them freely available to all state schools.19
Use of Technology
MIUR curricula have been updated with specific guidelines on the implementation of Information and Communications Technology (ICT) based on recommendations and common goals identified by the Lisbon Strategy and Europe 2020. These changes, which began in the early 1990s, have contributed to the establishment of computer laboratories in many primary and secondary schools. Computer science now is taught as a subject in primary and lower secondary schools.20 Although computer laboratories are not universal in Italian primary schools, many are equipped with them, and nearly all secondary schools have a sufficient number of computer workstations.
In 2016, a National Plan for Digital School (Piano Nazionale Scuola Digitale) was introduced as a policy guideline document of the MIUR for the launch of an overall national strategy for the digital innovation of the Italian school system and the digital administration of schools. The plan deploys measures related to technological empowerment and allocates funds for developing students’ and teachers’ information literacy. The development of students’ digital skills—particularly of computational thinking and the informed, risk aware use of social networks and media—is one of the main educational objectives of the new Italian school curriculum.21
Role of Reading Specialists
Reading specialist teachers usually are not involved in school activities. Other professionals (e.g., speech therapists, psychologists, assistant teachers) collaborate with schools on second language instruction and the instruction of students with reading difficulties.
Second Language Instruction
In 2014, the MIUR released the Linee guida per l’accoglienza e l’integrazione degli alunni stranieri (Guidelines for welcoming and integrating foreign students) to update a previous document dated 2006 and spread out best practices and strategies used by schools to welcome and integrate students of non-Italian origin. A chapter of these guidelines expressly covers teaching Italian as a second language. The teaching approach suggested in this chapter for second language instruction avoids creating “bridge classes” of only foreign students as a means of fostering learning among students, regardless of language proficiency levels, by interacting with Italian speaking peers. In consideration of the linguistic needs of foreign newly arrived students, the Ministry guidelines suggest that schools provide eight to ten weekly Italian L2 lessons (two hours per day) for a period of three to four months. These intensive training modules must be provided as extra class activities.
The main source for the definition of proficiency levels and learning objectives is the Common European Framework of Reference for Languages, which provides guidance for the recognition of students’ needs, activity planning, and student evaluation. In early stage lessons, the aim is to support students in learning Italian for everyday communication using Basic Interpersonal Communication Skills (known by its Italian acronym BICS or the abbreviation ItalBase).22 Later, when students are able to follow the educational activities of the class, the purpose is to develop skills related to the use of the Italian language for study purposes.
In 2006, the National Observatory for the Integration of Foreign Students and Intercultural Education was established as part of the MIUR to monitor school integration policies and encourage experimentation with new teaching methods for second language instruction. During the 2008–2009 school year, the National Plan L2 (also spelled Elledue) created under the ministerial Open Schools project, allocated specific funds for teacher training and the creation of summer courses in cooperation with local authorities for newly arrived foreign students. In 2016, the school reform introduced a new teacher specialization class for teacher exams called A-23 to address the recruitment of Italian language teachers for non-native speaking students.
Accommodation Policies for Instruction and Testing
In primary schools, students with learning difficulties, identified in the fourth grade, are taught under personalized study plans and engage in remedial activities in class during normal lesson times.23 For students with learning difficulties in the lower grades, the MIUR requires schools to develop personalized study plans and supplementary courses in each school discipline that students would regularly pursue. Compensatory instruments such as digital teaching tools are provided for all primary and lower secondary students with learning difficulties. Some students also receive help from assistant teachers who specialize in teaching children with special education needs and disabilities. For national assessments at the primary and secondary levels, the national evaluation center provides tests in special formats (e.g., tests recorded in MP3 audio files, tests in large print or Braille format for visually impaired children, tests specifically adapted for deaf students).