Inclusive effects of an eight-week pilot program to teach literacy competence in primary and lower secondary school

Abstract

The study discusses a project conducted in Italy during the 2023/2024 school year, aimed at implementing and evaluating an eight-week pilot program of integrated literacy activities (ILA). The model aims to enhance literacy competence among primary and lower secondary school students. The program addresses the multidimensional nature of literacy, recognising the reciprocal and complementary relationship between reading and writing skills. ILA was implemented in five schools across three different social contexts (urban, small cities, suburban, and rural), including three categories of students with an official decision of learning disabilities and disabilities, and a migration background. The analyses revealed significant improvements in the quality and complexity of text production, consistent across various contexts and student diversity profiles. Students with SEN and those who initially exhibited lower text comprehension and production skills showed significant progress, highlighting the inclusive effect of the program. No statistically significant changes were observed in comprehension scores.