{"id":28144,"date":"2025-05-23T11:07:00","date_gmt":"2025-05-23T09:07:00","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=28144"},"modified":"2025-05-28T10:00:14","modified_gmt":"2025-05-28T08:00:14","slug":"com-aprenem-a-llegir","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/com-aprenem-a-llegir\/","title":{"rendered":"Com aprenem a llegir?"},"content":{"rendered":"

Com aprenem a llegir?<\/em><\/h1>\n

I com ensenyar a llegir segons la ci\u00e8ncia<\/p>\n

\"\"
International Science Teaching Foundation<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

Els grecs van associar a Hermes la invenci\u00f3 de l’alfabet, tal vegada perqu\u00e8 els va arribar en els viatges comercials dels fenicis. Abans que desxifrem una sola paraula, ja habitem un m\u00f3n de significats, sons i relats. L’aprenentatge lector es fonamenta en un substrat invisible: la mem\u00f2ria sem\u00e0ntica, el coneixement del m\u00f3n, la consci\u00e8ncia fonol\u00f2gica. Com Hermes, missatger velo\u00e7 entre els d\u00e9us i els humans, el cervell infantil rep senyals, sensacions, imatges, i paraules flotants que encara no tenen escriptura, per\u00f2 que dibuixen el mapa on la lectura arrelar\u00e0. Hermes simbolitza aquest tr\u00e0nsit inicial, on la mem\u00f2ria i l’oralitat, o els gestos, preparen el terreny per al codi escrit. Com explica la ci\u00e8ncia cognitiva, l’aprenentatge lector no surt de zero: es forja en xarxes pr\u00e8vies, actives, mal\u00b7leables. Hermes no nom\u00e9s porta lletres, sin\u00f3 que desperta rutes ja latents.<\/p>\n

Emergeix en la lectura una bella veu. Un murmuri \u00edntim que \u00e9s la transmutaci\u00f3 del gargot escrit en un ress\u00f2 neuronal. Succeeix en el m\u00e0gic moment en el qual es transforma el car\u00e0cter, el del s\u00edmbol i el personal. Quan entenem aquelles paraules que alg\u00fa -o alguna cosa, en l’era de la IA- va deixar aqu\u00ed. S\u00f3n s\u00edmbols orfes i arraconats en alguna p\u00e0gina, o tremolant en alguna pantalla, o marginats en el recolze d’algun objecte, o supervivents en l’etiqueta d’un producte. Les paraules esperen a qui estigui disposat a apropiar-les-hi, a adoptar-les. Podr\u00e0 emocionar-se, o seguir la seva vida amb indifer\u00e8ncia, aprendre i atresorar aquest murmuri polif\u00f2nic en el seu patrimoni cultural, o simplement oblidar, amb m\u00e9s o menys prestesa, segons la rellev\u00e0ncia que se li doni a aquest h\u00e0lit d’informaci\u00f3 que va emanar del s\u00edmbol.<\/p>\n

Per\u00f2 perqu\u00e8 tot aix\u00f2 succeeixi, cal saber llegir. L’escrit, per a l’analfabet, \u00e9s herm\u00e8tic.<\/p>\n

En \u201cCom aprenem a llegir?\u201d (ISTF, 2025), H\u00e9ctor Ruiz Mart\u00edn ha sabut guiar-nos en el viatge apassionant de la ci\u00e8ncia lectora. Es tracta d’una obra fonamental sobre com aprendre i ensenyar a llegir. Interessant per a qualsevol lector curi\u00f3s, \u00e9s una guia imprescindible per als mestres d’ensenyament primari, i molt \u00fatil tamb\u00e9 per a fam\u00edlies que vulguin ajudar als seus fills o, perqu\u00e8 no, als m\u00e9s \u00e0grafs que no van tenir l’oportunitat d’alfabetitzar-se en el seu moment, per circumst\u00e0ncies de la vida: i mai \u00e9s tard si aquesta \u00e9s bona.<\/p>\n

Amb amenitat i plena d’exemples divulgatius, rigor\u00f3s, per\u00f2 fugint d’un registre excessivament t\u00e8cnic, en \u201cCom aprenem a llegir?\u201d Ruiz continua fidel al seu estil d’obres anteriors. Aix\u00ed, Ruiz comen\u00e7a definint alguns conceptes previs, perqu\u00e8 comprendre l’aprenentatge lector implica con\u00e8ixer com funciona la mem\u00f2ria, fonamental per a dotar de significat a la paraula escrita, i considera tamb\u00e9 aspectes clau com la motivaci\u00f3. Qui desitgi aprofundir sobre la mem\u00f2ria pot acudir a \u201cLos secretos de la memoria<\/em>\u201d (Penguin, 2022), del mateix Ruiz.<\/p>\n

En el segon cap\u00edtol, dedicat ja de ple a l’aprenentatge de la lectura, es desenvolupa la descodificaci\u00f3 fonol\u00f2gica i la comprensi\u00f3 ling\u00fc\u00edstica, els dos processos neurol\u00f2gics interdependents, crucials en la lectura, que de fet la defineixen en un enfocament sist\u00e8mic, poli\u00e8dric, del que suposa llegir. Perqu\u00e8 llegir implica anar m\u00e9s enll\u00e0 de la mateixa transformaci\u00f3 dels grafemes en fonemes, exigeix la comprensi\u00f3. Ruiz s’atura a destil\u00b7lar aqu\u00ed els fonaments de l’aprenentatge lector, de manera m\u00e9s concreta i extensa que en les seves obres generalistes anteriors sobre educaci\u00f3, on el tema gaireb\u00e9 es va tractar (vegeu \u00bfC\u00f3mo aprendemos?<\/em>\u201d(Gra\u00f3, 2020) o \u201cAprendiendo a aprender<\/em>\u201d (Penguin, 2020)).<\/p>\n

Prossegueix H\u00e9ctor Ruiz amb un cap\u00edtol espec\u00edfic sobre l’ensenyament de la lectura. All\u00ed proposa diverses t\u00e8cniques que aborden la instrucci\u00f3 expl\u00edcita de l’arbitr\u00e0ria relaci\u00f3 entre els sons i les lletres, basada en les proves cient\u00edfiques existents sobre el funcionament del llenguatge escrit, considerant les habilitats fonol\u00f2giques humanes. Revisa tamb\u00e9 pr\u00e0ctiques habituals que, en alguns casos, no posseeixen evid\u00e8ncies que les avalin.\u00a0 Encara que, com recorda H\u00e9ctor Ruiz, encara emprant m\u00e8todes inadequats, a vegades els nens aprenen igualment, \u201cno gr\u00e0cies al m\u00e8tode sin\u00f3 malgrat ell\u201d. Especialment, en un cap\u00edtol dedicat a l’assumpte, Ruiz aprofundeix en les dificultats lectores, com la disl\u00e8xia. Amb un origen neurobiol\u00f2gic, es requereixen intervencions especialitzades que abordin el d\u00e8ficit fonol\u00f2gic amb m\u00e8todes provats, amb evid\u00e8ncies emp\u00edriques que s’han recopilat durant d\u00e8cades, ben referenciades en el llibre. La inclusi\u00f3 i espantar el fantasma del frac\u00e0s escolar, passen sovint per diagnosticar i intervenir amb encert en els problemes de lectura dels estudiants, en prim\u00e0ria, per\u00f2 tamb\u00e9 en secund\u00e0ria, on, en alguns casos, els mateixos alumnes oculten les seves dificultats per vergonya.<\/p>\n

Finalment, abundant en la l\u00ednia oberta en el seu anterior \u201cEdumitos\u201d (ISTF, 2023), Ruiz desmunta alguns mites sobre l’aprenentatge de la lectura i destapa algunes pr\u00e0ctiques pseudocient\u00edfiques que, lamentablement, proliferen encara en algunes escoles i en formacions per a docents. S’ha d’optar per enfocaments validats, evitant t\u00e8cniques ineficaces que comprometen el desenvolupament lector, el retarden o, simplement, no ajuden en res.<\/p>\n

Quan la lectura arrela, quan el codi es domina i la comprensi\u00f3 floreix, Cal\u00b7l\u00edope succeeix a Hermes: musa de l’eloq\u00fc\u00e8ncia, de la narraci\u00f3 \u00e8pica, de la paraula que crea mons. Representa la fi del trajecte lector: no llegir per llegir, sin\u00f3 llegir per a pensar, per a escriure, per a imaginar. Cal\u00b7l\u00edope \u00e9s el s\u00edmbol del lector aut\u00f2nom, del qual ja no necessita guies ni repeticions, perqu\u00e8 ha interioritzat la t\u00e8cnica i la sublima en la creaci\u00f3. La ci\u00e8ncia cognitiva sost\u00e9 aquesta visi\u00f3: nom\u00e9s quan la lectura s’automatitza, allibera recursos cognitius per al pensament complex, la infer\u00e8ncia, la cr\u00edtica, l’est\u00e8tica.<\/p>\n

D’Hermes a Cal\u00b7l\u00edope, l’alfabet deixa de ser llavors un codi ali\u00e8 i es converteix en eina de llibertat. H\u00e9ctor, gr\u00e0cies per aquest regal als mestres, perqu\u00e8, deixa’m robar-te la teva dedicat\u00f2ria inicial, per a concloure i rendir un merescut homenatge final:<\/p>\n

\u201cAls qui ensenyant a llegir, canvien les vides de les persones; i amb elles, canvien la societat i la hist\u00f2ria\u201d.<\/p>\n

Gr\u00e0cies bes\u00e0via Mar\u00eda, que vas aprendre a llegir de gran, per asseure’m en la teva c\u00e0lida faldilla i ensenyar-me les lletres, i el murmuri de les paraules escrites, amb aquell abecedari, \u201cperqu\u00e8 no et passi com a mi\u201d.<\/p>\n

\n

T\u00edtol: <\/strong>Com aprenem a llegir? I com ensenyar a llegir segons la ci\u00e8ncia.<\/em><\/a><\/p>\n

Autor<\/strong>: H\u00e9ctor Ruiz Mart\u00edn<\/p>\n

ISBN<\/strong>: 979-13-990185-1-6 \/ 979-13-990185-2-3<\/p>\n

Editorial<\/strong>: International Science Teaching Foundation<\/p>\n

Idioma<\/strong>: Catal\u00e0<\/p>\n

Nombre de p\u00e0gines<\/strong>: 379<\/p>\n

Data de publicaci\u00f3<\/strong>: abril de 2025<\/p>\n

Web<\/strong>:\u00a0\u00a0 https:\/\/science-teaching.org\/es\/libros\/como-aprendemos-a-leer<\/a><\/p>\n

https:\/\/science-teaching.org\/ca\/llibres\/com-aprenem-a-llegir<\/a><\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Com aprenem a llegir? I com ensenyar a llegir segons la ci\u00e8ncia Llic\u00e8ncia Creative Commons   Antoni Hern\u00e1ndez-Fern\u00e1ndez   Els grecs van associar a Hermes la invenci\u00f3 de l’alfabet, tal vegada perqu\u00e8 els va arribar en els viatges comercials dels fenicis. Abans que desxifrem una sola paraula, ja habitem un m\u00f3n de significats, sons i […]<\/p>\n","protected":false},"author":4,"featured_media":28137,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[238],"tags":[3051,3052],"class_list":["post-28144","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-llibres","tag-com-aprenem-a-llegir","tag-hector-ruiz-martin-ca"],"yoast_head":"\nCom aprenem a llegir? - Educational Evidence<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/com-aprenem-a-llegir\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Com aprenem a llegir? - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Com aprenem a llegir? 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I com ensenyar a llegir segons la ci\u00e8ncia Llic\u00e8ncia Creative Commons   Antoni Hern\u00e1ndez-Fern\u00e1ndez   Els grecs van associar a Hermes la invenci\u00f3 de l’alfabet, tal vegada perqu\u00e8 els va arribar en els viatges comercials dels fenicis. 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