Guidelines For Understanding The Text
Uploaded by
ScribdTranslationsGuidelines For Understanding The Text
Uploaded by
ScribdTranslationsTerritorial Center for Integration of Belluno
COMPREHENSION OF TEXTS AND SLD
(curated by the DSA referents of the CTI of Belluno - school year 2011/12)
EVALUATION OF UNDERSTANDING
1. BASE EVALUATION
CORNOLDI C.- COLPO M., MT comprehension tests for primary school and for secondary school I
degree
These are pieces suitable for content and genre for the education level of the students, along with related multiple-choice questions.
multiple choice. The student is required to read the passage and answer the questions while having the text available. The
The score is given by adding the number of correct answers and comparing it with the performance ranges.
included in the manual. The performance bands are four: a. Fully Achieved Criterion (FAC); b. Performance
sufficiente (PS); c. Richiesta di Attenzione (RA); d. Richiesta di Intervento Immediato (RII).
CORNOLDI C.- PRA BALDI A. –RIZZO M., Advanced MT Comprehension Tests
These are tests aimed at students in the first two years of high school, suitable in content and genre for the level of
students' schooling. The student is asked to read the passage and answer multiple choice questions.
keeping the text available. The score is given by summing the number of correct answers and comparing it
with the performance bands indicated in the manual.
2. INSIGHTS
DE BENI –CORNOLDI- CARRETTI- MENEGHETTI, New Guide to Understanding the Text – Vol. 1
These are criterion-based tests for in-depth analysis of the components of understanding. They are aimed at students from
third grade of primary school to the first of lower secondary school (10 level A tests) and to students from the class
second year of the lower secondary school to the first year of the upper secondary school (10 level B tests). To
students are required to read the passage and answer multiple choice questions or provide brief open-ended responses,
Having the text available. The tests assess 10 components of the comprehension process:
1. Characters, places, times, and events
2. Facts and sequences
3. Syntactic structure
4. Connections
5. Inferences
6. Text sensitivity
7. Text hierarchy
8. Mental Models
9. Flexibility
10. Errors and inconsistencies
The score is given by summing the number of correct answers and comparing it with the performance ranges.
report it in the manual.
The objectives of the tool are as follows:
a. Identify the type of specific difficulty during the text comprehension process
b. Propose the treatment for the area(s) that are lacking, through the treatment sheets
BOSCHI - APRIL - SCIBETTA, 5-VM - Comprehension tests of languages in reading
They are addressed to students from the third grade of primary school to the fifth grade of secondary school.
OF ME AND GROUP MT, Q1 VATA
Understand tests that evaluate the comprehension of listening and reading of a passage for students aged 8 to 14 years.
metacomprehension for students aged 11 to 14.
PAZZAGLIA F., DE BENI R., CRISTANTE F., Metacomprehension Test
The test is aimed at students from the third grade of primary school to the third grade of lower secondary school.
It involves a questionnaire with 32 items. The test evaluates: a. General metacognitive competence; b. Four variables
Territorial Center for Integration of Belluno
metacognitive specifics (awareness of the purposes of reading, knowledge of strategies, control of
understanding, sensitivity to the text.
TEXT COMPREHENSION
Reading involves two fundamental moments:
1. The decoding;
2. The understanding.
The student with dyslexia invests many cognitive resources in decoding processes. The difficulty of decoding can be
overcome through compensatory tools, particularly text-to-speech.
The comprehension strategies must instead be made explicit and taught. Comprehension is indeed a process.
"active", depending on both the objective and the type of task.
A. THE UNDERSTANDING OF NARRATIVE TEXTS
It can be helpful to assist the student in:
- segment the text by drawing a line between the sentences
- associate an image with each period
- highlight the most important information (keywords or simple phrases)
- use guidelines and maps
- answer detailed questions related to essential information
B. THE UNDERSTANDING OF STUDY TEXTS
It can be helpful to assist the student in:
- analyze the textual indices (e.g. the title)
Text indexes allow for faster access to content, creating a reference context.
they allow for predictions about the content and to activate prior knowledge.
- Analyze the early organizers
The advance organizers are verbal or visual information provided to the student before the material.
study, with the goal of: a. activating prior knowledge (what do I know about this topic?); b.
activate the appropriate cognitive structures for active learning; c. allow making hypotheses
regarding the contents, to be confirmed or not after reading; d. to offer macro elements of
clarification; e. determine a general organization of coding and retrieval.
- Recall previous information on the subject (association method).
- Use segmented reading.
c. THE TEXT COMPREHENSION TESTS
It can be helpful to assist the student through:
- text segmentation, drawing a line between paragraphs
- priming, or reading the questions before reading the text, in order to guide the reading
toward the requests
- identification of the keywords in the question and the search for them in the text (also with appropriate
software or pdf with the 'find' function
- highlighting important concepts and keywords.
Territorial Center for Integration of Belluno
ESSENTIAL BIBLIOGRAPHY
BOOKS
PRIMARY SCHOOL
PAGNI I., Verbal comprehension and production, Erickson
CELI F. - QUARESMINI D. - MEINI N., Reading in Print - First Text Comprehension Exercises
FURLAN F., ItalianI learn (vol. no. 2, 6, 9, 11), Erickson
GAGLIARDINI E., First reading exercises – introduction to text comprehension, Erickson
FERRABOSCHI L. – MEINI N., Simple Reading Strategies – Guidance Exercises for Text Comprehension, Erickson
DE BENI R. – PAZZAGLIA F., Reading and Metacognition – educational activities for text comprehension, Erickson
TOWNSEND D. – BEECH L., Language recovery and support LEVEL 1 (5 VOLUMES), Erickson
LEVY ROBBINS D., Text Analysis Exercises – Reading and Understanding Meaning LEVEL 1, Erickson
MOORE G.N., Analyze and schematize – skills for text comprehension LEVEL 1, Erickson
GAUDIANO P. – REBUTTINI B., Introduction to Text Comprehension, Erickson
TUFFANELLI L., From Word to Sentence - Learning to Understand in Primary School, Erickson
DE BENI R. – CORNOLDI C. – MT GROUP, New Guide to Text Comprehension, Volumes 1-2-3, Erickson
FRECCERO, Reading texts - comprehension activities and lexical and sub-lexical analysis, Erickson
FRECCERO, Syntactic decoding of sentences - operational sheets in minimum pairs for verbal comprehension, Erickson
SECONDARY SCHOOL
DE BENI R. – PAZZAGLIA F., Reading and Metacognition - Educational Activities for Text Comprehension, Erickson
TOWNSEND D. – BEECH L., Language Recovery and Support LEVEL 2 (6 VOLUMES), Erickson
LEVY ROBBINS D., Text Analysis Exercises - Reading and Understanding Meaning LEVEL 2, Erickson
MOORE G.N., Analyze and schematize – skills for text comprehension LEVEL 2, Erickson
KURLOWICZ E. – TUFFANELLI L., From Sentence to Text - Learning to Understand in Secondary School, Erickson
TUFFANELLI L., The wizard Kevin - textual navigation, comprehension and study method, Erickson
DE BENI R. – CORNOLDI C. – GRUPPO MT, New Guide to Text Comprehension, Volumes 1-3-4, Erickson
MEDEGHINI R., Educational pathways for text comprehension – a metacognitive approach to reading, Vannini
COLNAGHI T., FIORONI A., TIBILETTI R.M., Desire to Understand 1 - text comprehension worksheets for the first cycle of
elementary school, Nicola Milano Publisher
BALASSO P. – BROTTO A. AND OTHERS, Desire to Understand 2 – reflection sheets on the text for the second cycle of school
elementary, Nicola Milano Publisher
CD-ROM
PRIMARY SCHOOL
PAGNI I., Verbal comprehension and production, CD-ROM, Erickson
GAGLIARDINI E., First reading exercises - introduction to text comprehension, CD-ROM, Erickson
GAUDIANO P. – REBUTTINI B., Introduction to Text Comprehension, CD-ROM, Erickson
TUFFANELLI L., From Word to Sentence - Learning to Understand in Primary School, CD-ROM, Erickson
ROSIGLIONI R. – FROM SANTO P. AND OTHERS, Recovery in... text comprehension – pathways and activities for school
primary, (CD-ROM + BOOK), Erickson
CRETTI F. – TOWNSEND D. – BEECH L., Text comprehension, CD-ROM no. 1 and CD-ROM no. 2, Erickson
FRECCERO, Reading texts - comprehension activities and lexical and sublexical analysis (2 CD-ROMs), Erickson.
SECONDARY SCHOOL
KURLOWICZ E. – TUFFANELLI L., From Sentence to Text - Learning to Comprehend in Secondary School, CD-ROM,
Erickson
TUFFANELLI L., The wizard Kevin - textual navigation, comprehension and study method, CD-ROM, Erickson
CRETTI F. – TOWNSEND D. – BEECH L., Text Comprehension CD-ROM No. 1, No. 2, and No. 3, Erickson