|Tipo di tesi||Tesi di laurea magistrale|
|Titolo||La metodologia del Reciprocal Teaching per promuovere la comprensione dei testi. Una ricerca nella scuola primaria.|
|Titolo in inglese||The Reciprocal Teaching method to promote text comprehension. A research in primary school.|
|Struttura||Dipartimento di Educazione e Scienze Umane|
|Corso di studi||SCIENZE DELLA FORMAZIONE PRIMARIA (D.M. 270/04)|
|Data inizio appello||2019-09-27|
|Disponibilità||Accesso limitato: si può decidere quali file della tesi rendere accessibili. Disponibilità mixed (scegli questa opzione se vuoi rendere inaccessibili tutti i file della tesi o parte di essi)|
|Data di rilascio||2059-09-27|
La comprensione è una abilità fondamentale e irrinunciabile per consentire agli individui di essere attivi ed affrontare le richieste del mondo moderno.
Understanding is a fundamental and indispensable ability to allow individuals to be active and to face the demands of modern world. In schools, this is double true since it is a traversal skill for the study of all the school subjects, and it is, therefore, outstanding for school success. Despite the now acclaimed of this competence, national and international surveys in recent years have shown a critical issue related to understanding by Italian students. To deal with this problem, several authors have developed methodologies to teach students the way to think about text, showing how their head can work. A particularly important methodology is the Reciprocal teaching: a metacognitive and cooperative program, effective result for students of typical development and functional development even for students with language difficulties. This methodology has been the subject of an experimentation of national amplitude and carried out by undersigned in two fourth-year classes of a primary school with the intention of verifying its effectiveness in promoting the ability to summarize and write summaries and to understand texts in authentic contexts. In particular, in the first chapter, the theoretical frame of reference to the text comprehension processes will be presented and some of the most relevant cognitive processes put into play during comprehension will be analysed, in order to explain which mental activities come from the reader as he read and which representations he builds. In the second chapter are analysed some strategies and methodologies of facilitation and promotion of understanding that can be used in the school environment to teach productive behaviours in order to improve the understanding texts in good and bad readers. In the third chapter is analysed the methodology of “Reciprocal teaching”, while in the fourth a strategy belonging to this methodology is studied in greater depth: the summary. In the fifth chapter we will describe the national RC- RT research devised by the SApIE research group (society for learning and education informed by Evidence) which aims to verify the efficacy of “Reciprocal methodology”. Finally, the sixth chapter explains the elements that have characterized research in the two classes that have accepted the undersigned, defining the school environment, the sample in research and experimental design, objectives, methods of implementing the methodologies and analysing the results of the classes taken into consideration.