Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale. Il ruolo del pensiero riflessivo

Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Saverio Fontani
Anno di pubblicazione 2019 Fascicolo 2018/2
Lingua Italiano Numero pagine 14 P. 156-169 Dimensione file 206 KB
DOI 10.3280/ERP2018-002011
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The reading comprehension disorders represent one of the main factors responsible for failure at school. Their high incidence in the school population imposes the re-search of effective educational interventions for the answer to educational needs of students with reading comprehension deficits. The reflective thinking plays a signif-icant role in the metacognitive processes, which, in turn, results strongly related to the development of the reading comprehension. In this paper, the role of the reflec-tive thinking in the more effective metacognitive strategies is presented, and his implications for the educational intervention are discussed.

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Saverio Fontani, Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale. Il ruolo del pensiero riflessivo in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2018, pp 156-169, DOI: 10.3280/ERP2018-002011