Relazione tra aspetti della comprensione del testo e prestazione di studio in studenti di prima superiore

Several studies demonstrated that cognitive and metacognitive variables are involved in reading comprehension performance, such as making inferences and comprehension monitoring. The aim of present study was to test whether reading comprehension could by distinguished in ‘basic’ (referring to aspects more related to the text such as individuating the characters of the story, the event sequences etc.) and ‘complex’ (referring to cognitive and metacognitive competences such as to use flexible reading comprehension strategies in relation to type of texts) aspects; furthermore, the relationships between reading comprehension aspects and study performance was investigated. Participants were 183 students frequenting the first year of high school who were presented the following tasks: 1. a battery of tasks standardized in Italy measuring 10 aspects of reading comprehension abilities and 2. an objective study task measuring the recall of text information previously understand and memorized. Results of the Confirmatory Factor Analysis (CFA) showed that is possible to distinguish the reading comprehension in basic and complex aspects and latter ones accounted for the larger part of variance of study performance.

Chiara Meneghetti, Barbara Carretti, Claudia Zamperlin, Relazione tra aspetti della comprensione del testo e prestazione di studio in studenti di prima superiore in "RICERCHE DI PSICOLOGIA " 2/2009, pp 117-134, DOI: 10.3280/RIP2009-002006