Textual comprehension difficulties. Metacognitive strategies for the educational intervention
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 ne...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
Firenze University Press,
2017-07-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
MARC
| LEADER | 00000 am a22000003u 4500 | ||
|---|---|---|---|
| 001 | doaj_a7d1b3b0cc1d403ab0a1b14f7fd1e25e | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Saverio Fontani |e author |
| 245 | 0 | 0 | |a Textual comprehension difficulties. Metacognitive strategies for the educational intervention |
| 260 | |b Firenze University Press, |c 2017-07-01T00:00:00Z. | ||
| 500 | |a 10.13128/formare-20506 | ||
| 500 | |a 1825-7321 | ||
| 520 | |a 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. | ||
| 546 | |a EN | ||
| 546 | |a IT | ||
| 690 | |a reading | ||
| 690 | |a textual comprehension | ||
| 690 | |a metacognition | ||
| 690 | |a special education | ||
| 690 | |a lettura | ||
| 690 | |a comprensione testuale | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Formare, Vol 17, Iss 2 (2017) | |
| 787 | 0 | |n https://oaj.fupress.net/index.php/formare/article/view/3668 | |
| 787 | 0 | |n https://doaj.org/toc/1825-7321 | |
| 856 | 4 | 1 | |u https://doaj.org/article/a7d1b3b0cc1d403ab0a1b14f7fd1e25e |z Connect to this object online. |