Textual comprehension difficulties. Metacognitive strategies for the educational intervention

Saverio Fontani

Abstract


Textual comprehension difficulties are one of the main factors responsible for failure at school, which presents strong correlations with the Learning Disorders. Their high incidence in the school population imposes the research of effective educational interventions for the answer to educational needs of students with comprehension deficits. In this paper the most effective metacognitive strategies are presented and their implications for the educational intervention are discussed.

 

Difficoltà di comprensione testuale. Strategie metacognitive per l’intervento educativo

Le difficoltà di comprensione del testo rappresentano uno dei principali fattori responsabili dell’insuccesso scolastico, e presentano forti correlazioni con i Disturbi dell’Apprendimento. La loro elevata diffusione nella popolazione scolastica impone la ricerca di interventi efficaci per rispondere alle esigenze educative degli allievi con deficit di comprensione. In questo articolo sono presentate le strategie metacognitive più efficaci e vengono discusse le loro implicazioni per l’intervento educativo.


Keywords


reading; textual comprehension; metacognition; special education; lettura; comprensione testuale; metacognizione; educazione speciale

Full Text:

PDF


DOI: http://dx.doi.org/10.13128/formare-20506



Licenza Creative Commons

This work is licensed under a Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


 
Firenze University Press
Via Cittadella 7 - 50144 Firenze
Tel. (0039) 055 2757700 Fax (0039) 055 2757712
E-mail: journals@fupress.com