A qualified reading involves the use of specific metacognitive strategies and multiple levels of information processing which, if used con-sciously, improve understanding. This study presents an in-depth anal-ysis of the relationship between metacognition, thinking aloud and reading comprehension, which is part of the national RC-RT research described in this same volume and aimed at verifying the effectiveness of Reciprocal Teaching in the Italian context. Following to some studies carried out on students of different ages aimed at highlighting the re-lationship between reading comprehension and second-level skills- grouped under the name of metacognition, the role of the teacher in the promotion of metacognitive reading strategies was deepened. Fi-nally, we reviewed studies that emphasize the role of spoken reflec-tion, thinking aloud and metacognitive reflection on the error that may arise from it, with the aim of providing cues for a teacher training meth-odology based on these aspects.
|Titolo della pubblicazione ospite||Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching.|
|Numero di pagine||28|
|Stato di pubblicazione||Published - 2019|
La Marca, A., Gulbay, E., & Di Martino, V. C. (2019). Metacognizione e comprensione della lettura: quale rapporto? In Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching. (pagg. 99-126)