Encouraging and verifying critical thinking skills through the reading process

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Abstract

Reading literacy can be considered an essential starting point to improve the skills of analysis, evaluation and synthesis interested in the enhancement of digital competence. The aim of this work is to verify the efficacy of a training program focused on the development of critical thinking skills by use of reading strategies. The question we want to investigate is if and how reading the digital texts encourages the students’ actions of interpretation, judgment and expression of original ideas. In the first part of the project, the objective of the study is presented. In the second part the research methodology is indicated; it puts into practice the scientific findings in a training session realized with a group of children between the age of 9 and 10 years attending primary school. The investigation was realized with an almost-experimental system with a single recurrent group in interrupted time series. Data collection was carried out through structured tests created ad hoc with the possibility to answer freely. In the third and final part, data are discussed. It was found that synthesizing, evaluating, and creative imagining were enhanced.
Lingua originaleItalian
pagine (da-a)371-383
Numero di pagine13
RivistaFORMAZIONE & INSEGNAMENTO
Stato di pubblicazionePublished - 2017

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title = "Encouraging and verifying critical thinking skills through the reading process",
abstract = "Reading literacy can be considered an essential starting point to improve the skills of analysis, evaluation and synthesis interested in the enhancement of digital competence. The aim of this work is to verify the efficacy of a training program focused on the development of critical thinking skills by use of reading strategies. The question we want to investigate is if and how reading the digital texts encourages the students’ actions of interpretation, judgment and expression of original ideas. In the first part of the project, the objective of the study is presented. In the second part the research methodology is indicated; it puts into practice the scientific findings in a training session realized with a group of children between the age of 9 and 10 years attending primary school. The investigation was realized with an almost-experimental system with a single recurrent group in interrupted time series. Data collection was carried out through structured tests created ad hoc with the possibility to answer freely. In the third and final part, data are discussed. It was found that synthesizing, evaluating, and creative imagining were enhanced.",
author = "Francesca Anello",
year = "2017",
language = "Italian",
pages = "371--383",
journal = "FORMAZIONE & INSEGNAMENTO",
issn = "2279-7505",

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AB - Reading literacy can be considered an essential starting point to improve the skills of analysis, evaluation and synthesis interested in the enhancement of digital competence. The aim of this work is to verify the efficacy of a training program focused on the development of critical thinking skills by use of reading strategies. The question we want to investigate is if and how reading the digital texts encourages the students’ actions of interpretation, judgment and expression of original ideas. In the first part of the project, the objective of the study is presented. In the second part the research methodology is indicated; it puts into practice the scientific findings in a training session realized with a group of children between the age of 9 and 10 years attending primary school. The investigation was realized with an almost-experimental system with a single recurrent group in interrupted time series. Data collection was carried out through structured tests created ad hoc with the possibility to answer freely. In the third and final part, data are discussed. It was found that synthesizing, evaluating, and creative imagining were enhanced.

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JO - FORMAZIONE & INSEGNAMENTO

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