READy. Addressing Disparities in Reading and Writing Acquisition through Personalising Technologies: A Cognitive and Societal Perspective

<< Objectives >>1) to enhance primary teachers’ skills on the societal and cognitive underpinnings of literacy acquisition disadvantage and on the digital solutions to tackle them; 2) to identify children at risk for learning and school difficulties; 3) to empower transnationally universal cognitive reading-writing skills across different circumstances.<< Implementation >>1) a training package for primary teachers including national and transnational courses as well exchange workshops in four European countries; 2) an Interactive Evaluation platform for primary teachers to early identify children at risk of literacy difficulties; 3) a Game-based Intervention Toolkit on the cognitive underpinnings of reading and writing; 4) machine learning algorithms and case studies to identify different clusters of needs and learning paths.<< Results >>1) a vast European cooperation sharing knowledge and digitalised procedures to address early difficulties in literacy acquisition; 2) advanced teacher preparation and use of digitised tools to contrast learning disadvantage;3) innovative educational strategies to early address societal and cognitive needs underlying literacy acquisition; 4) integration of new, evidence-based technological toolkits in the educational practices;5) personalised education paths supported by machine learning.