Reading aloud practices and psychomotor development: a pilot study in kindergarten

Abstract

Research that fits into the theoretical framework of embodied simulation shows a continuity between perceptual, cognitive, and motor elements. In this direction, the following paper documents a field study aimed at investigating the impact of reading aloud training sessions on the psychomotor development of a group of 89 children aged between 3 and 5 years, through the administration of the Developmental Test of Visual-Motor Integration- VMI before and after the reading aloud training sessions. Starting from a similar initial assessment, significant differences were found in the final assessment in the VMI and in the sub-test VMI of motor coordination, showing a significant improvement in psychomotor skills in the experimental group compared to the control group.