International literature indicates a plurality of experimental strategies for comprehension-fos-tering (Pearson & Duke, 2002; Duke & Pearson 2009; Duke et. al., 2011), among which we havethe Reciprocal Teaching strategy (Palincsar & Brown, 1984), which has been barely implementedand experimented in Italy (Calvani, Fornili & Serafini, 2018; Calvani & Chiappetta Cajola, 2019).The aim of this study, that is carried out in the Reggio Emilia area on fourth grade primary schoolstudents of different competence, is to verify the effectiveness of an experimental program basedon Reciprocal Teaching promoted nationally by the association S.Ap.IE (Society for Learning andEducation informed by Evidence). The analysis of the data showed that the tested didactic strat-egy had a positive effect and that significant differences depended on the level of initial compe-tence and the complexity of the classes involved.
Valutare l’efficacia di una sperimentazione didattica basatasull’insegnamento reciproco: il ruolo della complessità delle classi e della competenza iniziale nella comprensione dei testi / Pintus, A; Bertolini, C.; Cardarello, R.; Vezzani, A.. - In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA. - ISSN 2038-9744. - 23:12(2019), pp. 69-85.
Valutare l’efficacia di una sperimentazione didattica basatasull’insegnamento reciproco: il ruolo della complessità delle classi e della competenza iniziale nella comprensione dei testi.
Pintus A;
2019-01-01
Abstract
International literature indicates a plurality of experimental strategies for comprehension-fos-tering (Pearson & Duke, 2002; Duke & Pearson 2009; Duke et. al., 2011), among which we havethe Reciprocal Teaching strategy (Palincsar & Brown, 1984), which has been barely implementedand experimented in Italy (Calvani, Fornili & Serafini, 2018; Calvani & Chiappetta Cajola, 2019).The aim of this study, that is carried out in the Reggio Emilia area on fourth grade primary schoolstudents of different competence, is to verify the effectiveness of an experimental program basedon Reciprocal Teaching promoted nationally by the association S.Ap.IE (Society for Learning andEducation informed by Evidence). The analysis of the data showed that the tested didactic strat-egy had a positive effect and that significant differences depended on the level of initial compe-tence and the complexity of the classes involved.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
