Reading comprehension, nowadays considered a complex and multicomponential task, is, from second half of primary school on, an essential learning ability; the disease realted to this ability leads to serious and long-term effects on school success. Also, it was estimated that about 5-10 % of italian children have probably difficulties in this domain; these data lead, on the theoretical side, to an in-depth analysis of the nature of the task to be carried out and, on the practical side, to the development of specific training programmes. The first part of the dissertation is concerned with the main psychological models focusing on reading comprehension and metacomprehension, as metacognition is in fact a basic ability for comprehension, and describes also the training study as experimental design focusing in particular on the context, namely school, and on the metacognitive approach. In the second part of the dissertation a training study involving four fourth grade primary school classes (mean age 9-10) is described; the main aim of the study was to compare two programmes on the basic abilities of comprehension (metacomprehension and updating in working memory) and to evaluate their efficacy. The design is characterized by two experimental groups and one control group who were tested twice: before and after the intervention. The programme was conducted in classroom during 8 plenary sessions. In particular the metacognitive programme and the tests used for evaluating reading comprehension, digit updating, text updating, working memory and inhibition are illustrated. An individual computer test, still being validated, has been used for evaluating working memory. In the last part of the dissertation the main results and the critical issues concerning the sample and the intensity of the treatment are discussed.
La capacità di comprendere un testo, intesa oggi come un compito complesso e multicomponenziale, è fondamentale per l'apprendimento scolastico a partire dalla seconda metà del ciclo primario; il disturbo ad essa correlato comporta quindi dei pesanti effetti negativi sul successo scolastico che si aggravano nel tempo e a lungo termine. Si stima inoltre che circa il 5-10% dei bambini italiani abbia una difficoltà in questo ambito; di conseguenza le ricerche hanno approfondito a livello teorico quale sia la natura del compito e a livello pratico come possa esserne potenziata la capacità di svolgerlo. La prima parte della tesi illustra quindi i maggiori modelli psicologici di comprensione del testo e di metacomprensione, essendo la metacognizione una competenza di base fondamentale per la comprensione, e il disegno sperimentale di training con particolare attenzione al contesto in analisi, la scuola, e all'approccio metacognitivo. Viene poi illustato uno studio di training che ha coinvolto quattro classi di quarta primaria (età media 9-10 anni) il cui obiettivo è valutare l'efficacia e mettere a confronto due trattamenti sulle abilità di base della comprensione, l'aggiornamento della memoria di lavoro e la metacomprensione; si tratta quindi di un disegno sperimentale costituito da tre gruppi, due sperimentali e uno di controllo, valutati in due tempi, prima e dopo il trattamento, e organizzato in 8 sessioni collettive. Nello specifico viene illustrato il trattamento metacognitivo e le valutazioni relative alla comprensione del testo, all'updating di numeri, all'updating di brano, alla memoria di lavoro e all'inibizione. Una parte della ricerca ha inoltre avuto l'obiettivo di valutare il ruolo della memoria di lavoro attraverso un test al computer individuale in via di validazione. Nell'ultima parte vengono discussi i principali risultati e le criticità relative al campione e all'intensità del trattamento.
Effetti di un training di metacomprensione nella scuola primaria
LANZA, MARIA
2015/2016
Abstract
Reading comprehension, nowadays considered a complex and multicomponential task, is, from second half of primary school on, an essential learning ability; the disease realted to this ability leads to serious and long-term effects on school success. Also, it was estimated that about 5-10 % of italian children have probably difficulties in this domain; these data lead, on the theoretical side, to an in-depth analysis of the nature of the task to be carried out and, on the practical side, to the development of specific training programmes. The first part of the dissertation is concerned with the main psychological models focusing on reading comprehension and metacomprehension, as metacognition is in fact a basic ability for comprehension, and describes also the training study as experimental design focusing in particular on the context, namely school, and on the metacognitive approach. In the second part of the dissertation a training study involving four fourth grade primary school classes (mean age 9-10) is described; the main aim of the study was to compare two programmes on the basic abilities of comprehension (metacomprehension and updating in working memory) and to evaluate their efficacy. The design is characterized by two experimental groups and one control group who were tested twice: before and after the intervention. The programme was conducted in classroom during 8 plenary sessions. In particular the metacognitive programme and the tests used for evaluating reading comprehension, digit updating, text updating, working memory and inhibition are illustrated. An individual computer test, still being validated, has been used for evaluating working memory. In the last part of the dissertation the main results and the critical issues concerning the sample and the intensity of the treatment are discussed.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/4935