Text Comprehension and Study Method Acquisition for Students with Specific Learning Disorder: Development and First Application of the SUST Program
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jun 30, 2021
Abstract
In this paper we describe an educational program for the development of the study method for students with specific learning disorders (SLD) and a first Italian application on a small sample of fifth grade students. This experience was aimed at collecting useful data precisely to review and improve the above-mentioned program. A particularly relevant problem was identified looking at the anthropological dimension of the capability learning and the need for students to acquire the learning to learn ability. Specifically, it is about the low levels of text comprehension in Italian schools and its consequences on the study activities. Within the inclusive perspective and taking into account the effective didactic strategies in the evidence-based education (EBE) perspective, the project created and tested a teaching kit (SUST) for the fifth classes of the primary school, at-tended by students with SLD. This experimental framework was conducted following the Design Based Research methodology. It also focused on the training of teachers within the intervention classes. The positive results of SUST application open a constructive scenario for the definition of intervention programs aimed at improving text comprehension and study skills of students with SLD. This program should be tested in a wider context of schools.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
Inclusive Education, Reciprocal Teaching, Student with Specific Learning Disorder, Italian School
References
Benvenuto, G. (1987). Insegnare a riassumere: proposte per un itinerario didattico di prove di riassunto. Torino: Loescher.
Bonaiuti, G. (2014). Le strategie didattiche. Roma: Carocci.
Borkowski, J.G., & Muthukrishna, N. (2011). Didattica metacognitiva. Come insegnare strategie efficaci di apprendimento. Edizioni Erickson.
Boterf, G.L. (1995). De la compétence. Paris: Les Editions d’Organisation.
Cajola, L.C., & Traversetti, M. (2016). Il metodo di studio come «prima misura compensativa» per l’inclusione degli allievi con DSA: progetto per una ricerca esplorativa sulle scelte inclusive della scuola primaria e secondaria di primo grado. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(14):127-151. DOI: https://doi.org/10.7358/ecps-2016-014-chia
Cajola, L.C., & Traversetti, M. (2018). Il metodo di studio a scuola per allievi con DSA nella prospettiva dell’ICF-CY. Dati di ricerca. Education sciences and society, 1:22-48. DOI: https://doi.org/10.3280/ess1-2018oa6120
Cajola, L.C., & Traversetti, M. (2018). L’educatore professionale socio-pedagogico nei servizi educativi e scolastici tra sviluppo sostenibile e governance inclusiva: alcuni dati di ricerca. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 9(17):113-138. DOI: https://doi.org/10.7358/ecps-2018-017-chia
Calvani, A., & Chiappetta, L.C. (Eds.) (2019). Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching. Firenze: SApIE Scientifica.
Chall, J.S., & Jacobs, V.A. (2003). The classic study on poor children’s fourth-grade slump. American Educator, 27(1): 14-15. https://www.aft.org/periodical/american-educator/spring-2003/classic-study-poor-childrens-fourth-grade-slump
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London and New York: Routledge.
Cornoldi, C., Colpo, G., & Carretti, B. (2017). Prove MT-Kit scuola. Classi 3-4-5 primaria. Dalla valutazione degli apprendimenti di lettura e comprensione del testo al potenziamento. Firenze: Giunti Edu.
Council of the European Union (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning. Retrieved March 30, 2021, from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2018.189.01.0001.01.ENG
Davis, D.S. (2013). Multiple comprehension strategies instruction in the inter-mediate grades: three remarks about content and pedagogy in the intervention literature. Review of Education, 1(2):194–224. DOI: https://doi.org/10.1002/rev3.3005
Dede, C. (2005). Why design-based research is both important and diffi-cult. Educational Technology, 45(1):5-8. https://www.jstor.org/stable/44429182?seq=1
Delors, J. (1997). Rapporto all'UNESCO della Commissione Internazionale sull'Educazione per il Ventunesimo Secolo. Roma: Armando Editore.
Hattie J. (2017). Visible Learning plus. 250+ Influences on Student Achievement. Retrieved March 30, 2021, from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf
Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. London: Routledge.
La Marca, A., Di Martino, V., Gülbay, E. (2019). Il questionario metacognitivo Qmeta. In A. Calvani, & L. Chiappetta Cajola (a cura di). Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching (479-487). Firenze: SApIE Scientifica.
Lee, S.H., & Tsai, S.F. (2017). Experimental intervention research on students with specific poor comprehension: A systematic review of treatment out-comes. Reading and Writing, 30(4):917-943. DOI: https://doi.org/10.1007/s11145-016-9697-x
Lucisano, P., & Salerni, A. (2002). Metodologia della ricerca in educazione e formazione. Roma: Carocci. Mitchell, D.
Mitchell, D. (2014). What really works in special and inclusive education. Using evidence-based teaching strategies. New York: Routledge.
MIUR. Ministry of Education, University and Research (2011). Guidelines for the right to study of students and students with specific learning disorders. Retrieved March 30, 2021, from https://files.eric.ed.gov/fulltext/ED591017.pdf
NICHD. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evi-dence-based assessment of the scientific research literature on reading and its impli-cations for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Retrieved March 30, 2021, from https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Novak, J. D. (2001). L'apprendimento significativo: le mappe concettuali per creare e usare la conoscenza. Trento: Edizioni Erickson.
Nussbaum, M., & Sen, A. (Eds.). (1993). The quality of life. Clarendon Press.
Nussbaum, M.C. (2011). Capabilities, entitlements, rights: Supplementation and critique. Journal of Human Development and Capabilities, 12(1):23-37. DOI: https://doi.org/10.1080/19452829.2011.541731
Okkinga, M., van Steensel, R., Van Gelderen, A.J., & Sleegers, P.J. (2018). Effects of reciprocal teaching on reading comprehension of low-achieving adolescents: The importance of specific teaching skills. Journal of Research in Reading, 41 (1):20-41. DOI: https://doi.org/10.1111/1467-9817.12082
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2):117-175. DOI: https://doi.org/10.1207/s1532690xci0102_1
Rizzo, A.L, Montesano, L., Traversetti, M. (2020). Come migliorare la comprensione del testo. Il programma Reading Comprehension-Reciprocal Teaching (RC-RT). Nuova Secondaria, n. 3, Anno XXXVIII, pp95-pp121. Retrieved March 30, 2021, from https://polaris.unical.it/handle/20.500.11770/307239#.YMLOLagzZm8
Rizzo, A.L., & Traversetti, M. (2021). Understanding the text to study it: Specific learning disorders and inclusive and effective teaching strategies. Italian Journal of Educational Research, 26:88-104. https://doi.org/10.7346/sird-012021-p88
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the re-search. Review of Educational Research, 64(4):479-530. DOI: https://doi.org/10.3102/00346543064004479
Sen, A. (1982). Poverty and famines: an essay on entitlement and deprivation. Oxford: Oxford University Press.
Sen, A. (1992). Inequality reexamined. Oxford University Press.
Sen, A. (1993). Capability and well-being 73. The quality of Life, 30:270-293. DOI: https://doi.org/10.1093/0198287976.001.0001
Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.
Sen, A. (2000). Social exclusion: Concept, application, and scrutiny. Manila: Office of Environment and Social Development, Asian Development Bank.
Sen, A. (2001). Development as freedom. Oxford: Oxford Paperbacks.
Sen, A. K. (2009). The idea of justice. Harvard: Harvard University Press.
Simon, H.A. (1969). The science of the artefact. Cambridge: MIT press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2):257-285. DOI: https://doi.org/10.1016/0364-0213(88)90023-7
Traversetti, M., & Rizzo, A.L. (2019). A proposito di efficacia. In A. Canevaro & D. Ianes (a cura di), Un altro sostegno è possibile. Pratiche di evoluzione sostenibile ed efficace. Trento: Erickson.
Traversetti, M., RIZZO, A.L. (2020). Reciprocal teaching para estudiantes con discapacidad intelectual: una investigación empírica en la escuela italiana. In Caparrós Martín, E., Alcaráz
Salarirche, N. RIZZO, A.L. (Coords.). Educación Inclusiva: un desafío y una oportunidad para la innovación educativa en la formación inicial del profesorado (pp83-pp99). Barcelona: Octaedro.
Trinchero, R. (2002). Manuale di ricerca educativa. Milano: FrancoAngeli.
Bonaiuti, G. (2014). Le strategie didattiche. Roma: Carocci.
Borkowski, J.G., & Muthukrishna, N. (2011). Didattica metacognitiva. Come insegnare strategie efficaci di apprendimento. Edizioni Erickson.
Boterf, G.L. (1995). De la compétence. Paris: Les Editions d’Organisation.
Cajola, L.C., & Traversetti, M. (2016). Il metodo di studio come «prima misura compensativa» per l’inclusione degli allievi con DSA: progetto per una ricerca esplorativa sulle scelte inclusive della scuola primaria e secondaria di primo grado. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(14):127-151. DOI: https://doi.org/10.7358/ecps-2016-014-chia
Cajola, L.C., & Traversetti, M. (2018). Il metodo di studio a scuola per allievi con DSA nella prospettiva dell’ICF-CY. Dati di ricerca. Education sciences and society, 1:22-48. DOI: https://doi.org/10.3280/ess1-2018oa6120
Cajola, L.C., & Traversetti, M. (2018). L’educatore professionale socio-pedagogico nei servizi educativi e scolastici tra sviluppo sostenibile e governance inclusiva: alcuni dati di ricerca. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 9(17):113-138. DOI: https://doi.org/10.7358/ecps-2018-017-chia
Calvani, A., & Chiappetta, L.C. (Eds.) (2019). Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching. Firenze: SApIE Scientifica.
Chall, J.S., & Jacobs, V.A. (2003). The classic study on poor children’s fourth-grade slump. American Educator, 27(1): 14-15. https://www.aft.org/periodical/american-educator/spring-2003/classic-study-poor-childrens-fourth-grade-slump
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London and New York: Routledge.
Cornoldi, C., Colpo, G., & Carretti, B. (2017). Prove MT-Kit scuola. Classi 3-4-5 primaria. Dalla valutazione degli apprendimenti di lettura e comprensione del testo al potenziamento. Firenze: Giunti Edu.
Council of the European Union (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning. Retrieved March 30, 2021, from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2018.189.01.0001.01.ENG
Davis, D.S. (2013). Multiple comprehension strategies instruction in the inter-mediate grades: three remarks about content and pedagogy in the intervention literature. Review of Education, 1(2):194–224. DOI: https://doi.org/10.1002/rev3.3005
Dede, C. (2005). Why design-based research is both important and diffi-cult. Educational Technology, 45(1):5-8. https://www.jstor.org/stable/44429182?seq=1
Delors, J. (1997). Rapporto all'UNESCO della Commissione Internazionale sull'Educazione per il Ventunesimo Secolo. Roma: Armando Editore.
Hattie J. (2017). Visible Learning plus. 250+ Influences on Student Achievement. Retrieved March 30, 2021, from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf
Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. London: Routledge.
La Marca, A., Di Martino, V., Gülbay, E. (2019). Il questionario metacognitivo Qmeta. In A. Calvani, & L. Chiappetta Cajola (a cura di). Strategie efficaci per la comprensione del testo. Il Reciprocal Teaching (479-487). Firenze: SApIE Scientifica.
Lee, S.H., & Tsai, S.F. (2017). Experimental intervention research on students with specific poor comprehension: A systematic review of treatment out-comes. Reading and Writing, 30(4):917-943. DOI: https://doi.org/10.1007/s11145-016-9697-x
Lucisano, P., & Salerni, A. (2002). Metodologia della ricerca in educazione e formazione. Roma: Carocci. Mitchell, D.
Mitchell, D. (2014). What really works in special and inclusive education. Using evidence-based teaching strategies. New York: Routledge.
MIUR. Ministry of Education, University and Research (2011). Guidelines for the right to study of students and students with specific learning disorders. Retrieved March 30, 2021, from https://files.eric.ed.gov/fulltext/ED591017.pdf
NICHD. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evi-dence-based assessment of the scientific research literature on reading and its impli-cations for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Retrieved March 30, 2021, from https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Novak, J. D. (2001). L'apprendimento significativo: le mappe concettuali per creare e usare la conoscenza. Trento: Edizioni Erickson.
Nussbaum, M., & Sen, A. (Eds.). (1993). The quality of life. Clarendon Press.
Nussbaum, M.C. (2011). Capabilities, entitlements, rights: Supplementation and critique. Journal of Human Development and Capabilities, 12(1):23-37. DOI: https://doi.org/10.1080/19452829.2011.541731
Okkinga, M., van Steensel, R., Van Gelderen, A.J., & Sleegers, P.J. (2018). Effects of reciprocal teaching on reading comprehension of low-achieving adolescents: The importance of specific teaching skills. Journal of Research in Reading, 41 (1):20-41. DOI: https://doi.org/10.1111/1467-9817.12082
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2):117-175. DOI: https://doi.org/10.1207/s1532690xci0102_1
Rizzo, A.L, Montesano, L., Traversetti, M. (2020). Come migliorare la comprensione del testo. Il programma Reading Comprehension-Reciprocal Teaching (RC-RT). Nuova Secondaria, n. 3, Anno XXXVIII, pp95-pp121. Retrieved March 30, 2021, from https://polaris.unical.it/handle/20.500.11770/307239#.YMLOLagzZm8
Rizzo, A.L., & Traversetti, M. (2021). Understanding the text to study it: Specific learning disorders and inclusive and effective teaching strategies. Italian Journal of Educational Research, 26:88-104. https://doi.org/10.7346/sird-012021-p88
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the re-search. Review of Educational Research, 64(4):479-530. DOI: https://doi.org/10.3102/00346543064004479
Sen, A. (1982). Poverty and famines: an essay on entitlement and deprivation. Oxford: Oxford University Press.
Sen, A. (1992). Inequality reexamined. Oxford University Press.
Sen, A. (1993). Capability and well-being 73. The quality of Life, 30:270-293. DOI: https://doi.org/10.1093/0198287976.001.0001
Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.
Sen, A. (2000). Social exclusion: Concept, application, and scrutiny. Manila: Office of Environment and Social Development, Asian Development Bank.
Sen, A. (2001). Development as freedom. Oxford: Oxford Paperbacks.
Sen, A. K. (2009). The idea of justice. Harvard: Harvard University Press.
Simon, H.A. (1969). The science of the artefact. Cambridge: MIT press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2):257-285. DOI: https://doi.org/10.1016/0364-0213(88)90023-7
Traversetti, M., & Rizzo, A.L. (2019). A proposito di efficacia. In A. Canevaro & D. Ianes (a cura di), Un altro sostegno è possibile. Pratiche di evoluzione sostenibile ed efficace. Trento: Erickson.
Traversetti, M., RIZZO, A.L. (2020). Reciprocal teaching para estudiantes con discapacidad intelectual: una investigación empírica en la escuela italiana. In Caparrós Martín, E., Alcaráz
Salarirche, N. RIZZO, A.L. (Coords.). Educación Inclusiva: un desafío y una oportunidad para la innovación educativa en la formación inicial del profesorado (pp83-pp99). Barcelona: Octaedro.
Trinchero, R. (2002). Manuale di ricerca educativa. Milano: FrancoAngeli.
How to Cite
Rizzo, A. L., & Traversetti, M. (2021). Text Comprehension and Study Method Acquisition for Students with Specific Learning Disorder: Development and First Application of the SUST Program. Science Insights Education Frontiers, 9(1), 1143–1159. https://doi.org/10.15354/sief.21.or039
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.