1,720,964 research outputs found
La relazione fra lettura strumentale, comprensione da ascolto e comprensione del testo in studenti italiani.
No full textLa valutazione della comprensione del testo: proposta di una batteria di approfondimento
No full textLe valutazione di utilità e dell'uso delle strategie funzionali e non funzionali allo studio in studenti delle classi.
No full textThe judgements of efficacy and use of the good and less effective
learning strategies in second scholastic grade students.The
aim of this research was to investigate the judgements of
efficacy and use and their correspondence (strategic consistency)
of learning strategies in students from 11 to 14
years old and the relationship between these judgements
with scholastic achievements.We presented to a sample
of 324 students (VI,VII and VIII) two Strategies Questionnaires,
one measuring the perceived effectiveness
and the other measuring the use of strategies that are part
of a battery recently devised in Italy (Cornoldi,De Beni,
Zamperlin and Meneghetti, 2005). Results showed that
students generally rated the valid strategies to be more
effective than the less valid strategies and the judgements
of efficacy was more highly than the judgements of use.
Furthermore, the high achievers (measured by scholastic
performance) had more strategic coherence in comparison
with the other students (low and medium achievers).
The results showed that strategic coherence is a relevant
metacognitive aspect in scholastic achievement
Reading in a transparent second language with limited orality: The case of high school students with dyslexia in Latin
No full textResearch has shown that individuals with dyslexia have difficulty in reading not only in their native language but also in a second language (L2). The considered L2, however, has always been a language acquired through exposure to both written and oral forms. The present study examines the case of Italian adolescents reading in Latin as an L2, which is the special case of a dead language with very limited use of orality. As the learning of Latin is mainly based on the acquisition of grammar, this study also examined the relationship between grammatical proficiency and reading ability in Latin. Results suggested that, compared with control peers, students with dyslexia had difficulty in reading words and non‐words in Latin. Interestingly, in spite of Latin being learnt mainly through written language, the extent of their difficulty was no larger than they encountered when reading in their native language. Also, despite the fact that students with dyslexia showed relatively less severe difficulties with Latin grammar (as compared to reading), this did not support them when reading Latin words, unlike typical readers. The theoretical and educational implications of these results are discussed
Valutare la natura dei problemi di comprensione: un contributo per la valutazione di secondo livello.
No full textProcessi cognitivi, motivazione e apprendimento
Full text linkDopo aver illustrato i processi cognitivi di base, soffermandosi su quelli che hanno strette implicazioni per l’apprendimento, il manuale evidenzia gli aspetti motivazionali fondamentali per l’apprendimento (nella loro relazione con la metacognizione, le emozioni e la socializzazione), e passa poi a esaminare le abilità fondamentali (lettura, scrittura, matematica e studio), nel loro funzionamento e in relazione a come vengono apprese. Ogni capitolo offre le conoscenze scientifiche di base aggiornate sull’argomento affrontato, fornisce linee guida per lo studio e propone una serie di indicazioni operative deducibili dai principi generali presentati
Enhancing Reading Comprehension in First Graders: The Effects of Two Training Programs Provided in Listening or Written Modality
Full text linkIt has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four components of comprehension ability provided in listening or written modality on first-graders’ reading and listening comprehension. The training programs were implemented by school teachers as part of the class’s normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in a passive control group. Our results showed that both the training programs produced positive effects on listening and reading comprehension (by comparison with a passive control group), and that the gains in reading comprehension were maintained at a five-month follow-up. Findings demonstrated specific improvements in listening comprehension with the listening modality program, as well as an improvement in the modality not directly trained. A similar cross-modality effect was found from the written modality training group, therefore confirming the strict relation between oral and written abilities. Reading comprehension performance of first graders can be improved with activities provided in listening and written modality. Hence, it is possible to enhance reading comprehension even before decoding and fluency in reading are acquired
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