From primary school to university, the development of literacy (reading and writing skills), defined as the psycholinguistic and social components of communication, plays a key role in the context of education. Even if reading and writing are two pillars of education that have been widely investigated, this Research Topic is currently interested in revisiting those educational processes, and in pointing out the cognitive, emotional, social, creative, and digital needs that have emerged from the pandemic, by means of a multidisciplinary and holistic approach.
We are now trying to act flexibly in a new health situation arising from the worldwide outbreak of Covid-19, with confinement restrictions and social distancing measures. The emerging “new normal” has redefined of the role of teachers, their methodologies, and their work plans. Similarly, improving digital literacy and managing strategies to master new skills are essential components for using, interpreting, communicating, and sharing information in this context. Moreover, the role of parental involvement in the student learning process impacts not only academic performance but a whole range of emotional and social factors. In addition to the changing role of teachers and the affective social influence of the family, reading and writing skills could be relevant as a way of fostering creativity.
This Research Topic aims at collecting research on reading and writing skills from various theoretical perspectives on the present-day education system. Hence, the following research questions are central:
• In what sense are the cognitive skills that influence literacy development related to emotional intelligence?
• What does research on learning to read and write linked to emotional components and affective aspects within school settings reveal?
• To what extent does a creative student score better in reading comprehension?
• What strategies should educational centers implement to enhance reading and writing using contemporary digital technologies?
• What is the impact of COVID-19 on literacy skills?
• What is the impact of parent involvement on children’s reading/writing achievements?
• Does music (or even sports) training enhance literacy skills?
Many of the research questions listed above have already been subject to research. Nevertheless, further research is needed to provide evidence for describing and updating the factors that are significant for improving and optimizing educational processes toward successful development of literacy skills.
We welcome various types of articles, such as original research, and are open to empirical/experimental and theoretical proposals. Topics of interest include, but are not limited to, the following:
• Interdisciplinary approaches to reading and writing.
• Cognitive and linguistic factors in reading and writing acquisition.
• Reading difficulties.
• Writing difficulties.
• Creative writing.
• Reading comprehension.
• Linguistic intelligence and creativity.
• Impact of the oral narrativity and creativity on reading comprehension and interpretation.
• Emotional intelligence and reading competence.
• Digital reading strategies.
• Writing in the digital age.
• Literacy teaching and learning in the COVID-19 era.
• The affective social influence of the family upon learning to read and write.
• Emotional education in the language teaching-learning processes.
• Literature reading and social-emotional learning.
• Neurodidactics, reading and writing.
• Reading, writing and health.
• Social media promoting reading habits.
From primary school to university, the development of literacy (reading and writing skills), defined as the psycholinguistic and social components of communication, plays a key role in the context of education. Even if reading and writing are two pillars of education that have been widely investigated, this Research Topic is currently interested in revisiting those educational processes, and in pointing out the cognitive, emotional, social, creative, and digital needs that have emerged from the pandemic, by means of a multidisciplinary and holistic approach.
We are now trying to act flexibly in a new health situation arising from the worldwide outbreak of Covid-19, with confinement restrictions and social distancing measures. The emerging “new normal” has redefined of the role of teachers, their methodologies, and their work plans. Similarly, improving digital literacy and managing strategies to master new skills are essential components for using, interpreting, communicating, and sharing information in this context. Moreover, the role of parental involvement in the student learning process impacts not only academic performance but a whole range of emotional and social factors. In addition to the changing role of teachers and the affective social influence of the family, reading and writing skills could be relevant as a way of fostering creativity.
This Research Topic aims at collecting research on reading and writing skills from various theoretical perspectives on the present-day education system. Hence, the following research questions are central:
• In what sense are the cognitive skills that influence literacy development related to emotional intelligence?
• What does research on learning to read and write linked to emotional components and affective aspects within school settings reveal?
• To what extent does a creative student score better in reading comprehension?
• What strategies should educational centers implement to enhance reading and writing using contemporary digital technologies?
• What is the impact of COVID-19 on literacy skills?
• What is the impact of parent involvement on children’s reading/writing achievements?
• Does music (or even sports) training enhance literacy skills?
Many of the research questions listed above have already been subject to research. Nevertheless, further research is needed to provide evidence for describing and updating the factors that are significant for improving and optimizing educational processes toward successful development of literacy skills.
We welcome various types of articles, such as original research, and are open to empirical/experimental and theoretical proposals. Topics of interest include, but are not limited to, the following:
• Interdisciplinary approaches to reading and writing.
• Cognitive and linguistic factors in reading and writing acquisition.
• Reading difficulties.
• Writing difficulties.
• Creative writing.
• Reading comprehension.
• Linguistic intelligence and creativity.
• Impact of the oral narrativity and creativity on reading comprehension and interpretation.
• Emotional intelligence and reading competence.
• Digital reading strategies.
• Writing in the digital age.
• Literacy teaching and learning in the COVID-19 era.
• The affective social influence of the family upon learning to read and write.
• Emotional education in the language teaching-learning processes.
• Literature reading and social-emotional learning.
• Neurodidactics, reading and writing.
• Reading, writing and health.
• Social media promoting reading habits.