Strengthening metaphonological education and musical play for the development of reading and writing prerequisites in an inclusive perspective. A trial in kindergarten

The article presents a two-year trial aimed to develop reading and writing pre-requisites in kindergarten through the enhancement of metaphonological and musical activities. On the basis of scientific evidence, it is reasonable to suppose that the use of musical play may represent a promising strategy to support the development of phonological skills and other reading-writing pre-requisites, within a balanced approach. A correlation is expected between the enhancement of reading-writing pre-requisites and the improvement of children's musical skills, with a significant decrease of learning difficulties in the experimental sections. The trial involves a sample of 702 children, divided into experimental group and control group, it employs standardised instruments, it follows the EBID methodology and it aims to develop an evidence-based programme optimised as a result of the trial.