Processi inferenziali e comprensione della lettura nell’educazione civica e alla cittadinanza

Titolo Rivista CADMO
Autori/Curatori Gabriella Agrusti
Anno di pubblicazione 2022 Fascicolo 2022/1 Lingua Italiano
Numero pagine 19 P. 63-81 Dimensione file 236 KB
DOI 10.3280/CAD2022-001005
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

;

Keywords:civic and citizenship education, reading comprehension, infer- ence, IEA ICCS 2016, teaching strategy.

  1. Anderson, L.W., Krathwohl, D.R. (2001), A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Comple- te Edition. New York: Longman.
  2. Barnes, M.A., Dennis, M., Haefele-Kalvaitis, J. (1996b), “The Effects of Knowledge Availability and Knowledge Accessibility on Coherence and Elaborative Infe- rencing in Children from Six to Fifteen Years of Age”, Journal of Experimental Child Psychology, 61 (3), pp. 216-241.
  3. Bos, L.T., De Koning, B.B., Wassenburg, S.I., van der Schoot, M. (2016), “Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension”, Frontiers in Psychology, 7, Article 116, pp. 1-13.
  4. Brett, P., Thomas, D. (2014), “Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy”, [Application/pdf], JSSE – Journal of So- cial Science Education, 4, Civic Activism, 4.67 MB.
  5. Coliva, A., Lalumera, E. (2006), Pensare. Leggi ed errori del ragionamento. Roma: Carocci.
  6. Daneman, M., Hannon B. (2007), What do memory spans like reading span really measure? In N. Osaka, R.H. Logie, M. D’Esposito (Eds), The cognitive neuro- science of working memory: Behavioral and neural correlates. New York: Ox- ford University Press, pp. 21-42.
  7. Eidhof, B.B.F., ten Dam, G.T.M., Dijkstra, A.B., van de Werfhorst, H.G. (2017), “Youth citizenship at the end of primary school: The role of language ability”, Research Papers in Education, 32 (2), pp. 217-230.
  8. Eurydice (2012), Citizenship Education at School in Europe. Survey. Brussels: Eu- ropean Commission.
  9. Geijsel, F., Ledoux, G., Reumerman, R., ten Dam, G. (2012), “Citizenship in Young People’s Daily Lives: Differences in Citizenship Competences of Adolescents in the Netherlands”, Journal of Youth Studies, 15 (6), pp. 711-729.
  10. Hausendorf, H., Bora, A. (2006), Analysing Citizenship Talk: Social positioning in political and legal decision-making processes. Amsterdam/Philadelphia: John Benjamins Publishing Company.
  11. Johnson-Laird, P.N. (1983), Mental Models. Towards a Cognitive Science of Lan- guage, Inference and Consciousness. Cambridge: Cambridge University Press.
  12. Juel, C., Griffith, P.L., Gough, P.B. (1986), “Acquisition of literacy: A longitudinal study of children in first and second grade”, Journal of Educational Psychology, 78 (4), pp. 243-255.
  13. Kymlicka, W., Norman, W. (1994), “Return of the citizen: A survey of recent work on citizenship theory”, Ethics, 104 (2), pp. 352-381.
  14. Lumbelli, L. (2009), La comprensione come problema. Il punto di vista cognitivo. Bari: Laterza.
  15. Maltese, A., Scifo, L., Pepi, A. (2019), Fare inferenze. Storie e attività per potenzia- re la comprensione del testo. Trento: Erickson.McNamara, D.S. (Ed) (2007). Reading comprehension strategies: Theories, inter- ventions, and technologies. New York: Lawrence Erlbaum Associates.
  16. Oakill, J.V., Cain, K. (2007), Issues of causality in children’s reading comprehen- sion. In D.S. McNamara (Eds), Reading comprehension strategies. Theories, in- terventions and technologies. New York: Lawrence Erlbaum Associates.
  17. Raccomandazione del Consiglio dell’Unione Europea del 22 maggio 2018, relativa alle competenze chiave per l’apprendimento permanente (2018/C 189/01).
  18. Sbisà, M. (2006), Communicating citizenship in verbal interaction: Principles of a speech act oriented discourse analysis. In H. Hausendorf, A. Bora (Eds), Di- scourse Approaches to Politics, Society and Culture. Amsterdam/Philadelphia: John Benjamins Publishing Company, vol. 19, pp. 151-180.
  19. Sbisà, M. (2010), Detto non detto. Le forme della comunicazione implicita. Bari: Laterza.
  20. Schoenbach, R., Greenleaf, C., Murphy, L., Cziko, C., Hurwitz, L. (2012), Reading for Understanding. New York, John Wiley & Sons.
  21. Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G. (2016), IEA International Civic and Citizenship Education Study 2016: Assessment framework. Amster- dam: The Netherlands: International Association for the Evaluation of Educatio- nal Achievement (IEA).
  22. Schulz, W., Ainley, J., Fraillon, Losito, B., Agrusti, G., Friedman, T. (2018b), Be- coming citizens in a changing world. IEA International Civic and Citizenship Education Study 2016 International Report. Cham: Springer.
  23. Schulz, W., Carstens, R., Losito, B., Fraillon, J. (2018), ICCS 2016 technical report. Amsterdam: The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
  24. Torney-Purta, J., Lehmann, R., Oswald, H., Schulz, W. (2001), Citizenship and education in twenty eight countries: Civic knowledge and engagement at age fourteen. Amsterdam: International Association for the Evaluation of Educatio- nal Achievement.
  25. Yuill, N., Oakhill, J. (1991), Children’s problems in text comprehension: An experi- mental investigation. Cambridge: Cambridge University Press.
  26. Zwaan, R.A., Radvansky, G.A. (1998), “Situation models in language comprehen- sion and memory”, Psychological Bullettin, 123, pp. 162-185.

Gabriella Agrusti, Processi inferenziali e comprensione della lettura nell’educazione civica e alla cittadinanza in "CADMO" 1/2022, pp 63-81, DOI: 10.3280/CAD2022-001005