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
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Reading comprehension is not only a prerequisite for civic and citizen- ship education, useful as it might be, for example, for the metacognitive domain or for teaching-learning a disciplinary subject. Knowing how to adequately use a plurality of strategies to understand a text represents both the starting and ending point of many teaching and assessment strategies in CCE. Starting with an analysis of the framework of the IEA-ICCS 2016, the article aims to consider whether and to what extent skills related to reading comprehension are involved in the resolution of the tests used to measure the different domains assessed in the study. Specifically, the inferential pathways that respondents may have put in place in solving the tests, will be analysed. The pedagogical and evaluative implications that follow from this analysis are then presented.

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

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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