Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale : il ruolo del pensiero riflessivo

The reading comprehension disorders represent one of the main factors responsible for failure at school. Their high incidence in the school population imposes the research of effective educational interventions for the answer to educational needs of students with reading comprehension deficits. The reflective thinking plays a significant role in the metacognitive processes, which, in turn, results strongly related to the development of the reading comprehension. In this paper, the role of the reflec-tive thinking in the more effective metacognitive strategies is presented, and his implications for the educational intervention are discussed. [Publisher's text].