Reading Aloud and First Language Development: A Systematic Review

Reading aloud appears to be an important lever for improving language acquisition and development in early childhood, and later in life it strengthens many sub-dimensions of language. However, the availability of numerous variations on reading training, shaped by different methodologies and different lengths of exposure make it difficult to determine the best approaches to follow. The aim of this review is to identify the available literature contributions that examine the association between mediated reading training, first language development and the acquisition of new vocabulary, including other components that could be improved by these interventions, such as cognitive function, emergent literacy and adult-child verbal interactions. The purpose is to compare research highlighting their fundamental characteristics, tools, duration and methodologies used in order to point out the effects that the practice of reading aloud produces on the acquisition and the enhancement of language, particularly in the age of language development. The analysis of the 51 articles included aims to identify the most effective reading strategies in terms of practices, timing and methods, able to produce the most significant gains in the language area

Evolving trends in the management of acute appendicitis during COVID-19 waves. The ACIE appy II study

Background: In 2020, ACIE Appy study showed that COVID-19 pandemic heavily affected the management of patients with acute appendicitis (AA) worldwide, with an increased rate of non-operative management (NOM) strategies and a trend toward open surgery due to concern of virus transmission by laparoscopy and controversial recommendations on this issue. The aim of this study was to survey again the same group of surgeons to assess if any difference in management attitudes of AA had occurred in the later stages of the outbreak. Methods: From August 15 to September 30, 2021, an online questionnaire was sent to all 709 participants of the ACIE Appy study. The questionnaire included questions on personal protective equipment (PPE), local policies and screening for SARS-CoV-2 infection, NOM, surgical approach and disease presentations in 2021. The results were compared with the results from the previous study. Results: A total of 476 answers were collected (response rate 67.1%). Screening policies were significatively improved with most patients screened regardless of symptoms (89.5% vs. 37.4%) with PCR and antigenic test as the preferred test (74.1% vs. 26.3%). More patients tested positive before surgery and commercial systems were the preferred ones to filter smoke plumes during laparoscopy. Laparoscopic appendicectomy was the first option in the treatment of AA, with a declined use of NOM. Conclusion: Management of AA has improved in the last waves of pandemic. Increased evidence regarding SARS-COV-2 infection along with a timely healthcare systems response has been translated into tailored attitudes and a better care for patients with AA worldwide

La lettura ad alta voce nelle scuole primarie: analisi dei risultati di un progetto di ricerca-azione attraverso lo strumento del diario di bordo

The article presents a study on the perceptions of primary school teachers regarding the effects of reading aloud training conducted in their classrooms, thanks to the research-action project "Reading:so cool!" in the Region of Tuscany (Italy). The study involved 77 Tuscan municipalities, 121 Comprehensive Institution, 244 classes, for a total of 425 teachers. The teachers' perceptions were collected and analyzed thanks to a tool integrated in the method: the logbook, a semi-structured data collection tool, filled in daily and sent weekly by the teachers. The analysis of the diaries highlighted the positive impact of systematic reading aloud practice on primary school children (benefits on a cognitive, emotional, learning ability and well-being level) and the importance of monitoring the processes through a reflective-narrative tool.L'articolo presenta uno studio sulle percezioni dei docenti delle scuole primarie della Regione Toscana sugli effetti dei training di lettura ad alta voce condotti nelle loro classi, grazie al progetto di ricerca-azione "Leggere: Forte!". Lo studio ha coinvolto 77 comuni toscani, 121 Istituti Comprensivi, 244 classi, per un totale di 425 insegnanti. Le percezioni degli insegnanti sono state raccolte e analizzate grazie ad uno strumento integrato nel metodo: il diario di bordo, strumento di rilevazione dati semi-strutturato, compilato quotidianamente e inviato settimanalmente dagli insegnanti. L'analisi  dei diari ha evidenziato l’impatto positivo della pratica di lettura ad alta voce sistematica sui bambini della scuola primaria (benefici sul piano cognitivo, emotivo, sulla capacità di apprendere e sul benessere) e l’importanza di monitorare i processi attraverso uno strumento riflessivo-narrativo