Apprendere a Comprendere e Comprendere per Apprendere: una proposta per la scuola primaria

The purpose of this paper is to present an instructional intervention for learning-to-learn competence within a text comprehension enhancement project. The research project aims to test the teaching of text comprehension in the fourth-grade primary class with a “text-centered” teaching approach and playful device. Some variables such as the nature of the text, digital or paper, and the type of intervention, individual or pairwise, are examined. The 12-session intervention program also aims to support children’s ability to continue learning, in terms of enhancing self-reflection on the strategies used and learned, self-evaluation on the work done, and strategic awareness of their own learning processes. To achieve this goal, the experimental intervention includes, in addition to the problem-solving activity that characterizes the nature of the tasks in the different modes proposed, the repeated use of a logbook and a time for guided discussion and large-group discussion at the end of each activity, to provide space for feedback from the teacher and peers. Among the survey instruments, a questionnaire, de- veloped from the adaptation of some existing instruments, will be proposed at entry and exit, which should allow for the detection of awareness regar- ding reading strategies, attitudes toward task management, and in general the ability to self-assess.