During the reading process, students withlearning disabilities face a lot of difficultiesrelated to speed and accuracy in addition todifficulties to understand a written text. Despitethe pedagogical and methodological-didacticrelevance of this aspect, it is still not possible tocollect national and international data on levelsof text understanding for students with learningdisabilities.The low use of specific andappropriate tools may be the reason of this gapof knowledge. According to the full inclusionconceptual framework for the Italian school andthe EBE perspective in special education, awider theoretical-explorative research wasdesigned to primarily investigate the promotionof the study method within the inclusivedimension.In this framework, the research alsoinvestigated students' processes and strategiesfor understanding and memorizing through theuse of the QSAr, a questionnaire developed byMichele Pellerey and available on-line. Theresults provide a contribution to comprehendhow students with learning disabilitiesmemorize and understand text of and offerfuture possibilities for investigations andinsights.
Nella lettura, gli allievi con disturbo specifico diapprendimento (DSA) affrontano anchedifficoltà di comprensione del testo. Attualmentenon si dispone di indicazioni sui loro livelli dicomprensione probabilmente anche a causa diuno scarso utilizzo di strumenti specifici. Nellaprospettiva della full inclusion e dell’EvidenceBased Education in campo educativo speciale,tale questione è stata affrontata nell’ambito diuna più ampia ricerca volta ad indagare lapromozione del metodo di studio. La ricerca siè posta anche l’obiettivo di indagare i processie l e st rategi e di comprensione e dimemorizzazione degli allievi con DSA, mediantel’impiego del Questionario sulle Strategie diApprendimento ridotto (QSAr), messo a puntoda Pellerey. I risultati presentati intendonofornire un contributo per focalizzare i processisottesi alla comprensione del testo anche degliallievi con DSA e aprono prospettive di futurepossibilità di indagini e approfondimenti.
Allievi con DSA: comprensione e memorizzazione del testo
Chiaro M;
2017-01-01
Abstract
During the reading process, students withlearning disabilities face a lot of difficultiesrelated to speed and accuracy in addition todifficulties to understand a written text. Despitethe pedagogical and methodological-didacticrelevance of this aspect, it is still not possible tocollect national and international data on levelsof text understanding for students with learningdisabilities.The low use of specific andappropriate tools may be the reason of this gapof knowledge. According to the full inclusionconceptual framework for the Italian school andthe EBE perspective in special education, awider theoretical-explorative research wasdesigned to primarily investigate the promotionof the study method within the inclusivedimension.In this framework, the research alsoinvestigated students' processes and strategiesfor understanding and memorizing through theuse of the QSAr, a questionnaire developed byMichele Pellerey and available on-line. Theresults provide a contribution to comprehendhow students with learning disabilitiesmemorize and understand text of and offerfuture possibilities for investigations andinsights.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
