Allievi con DSA: comprensione e memorizzazione del testo

During the reading process, students withlearning disabilities face a lot of difficultiesrelated to speed and accuracy in addition todifficulties to understand a written text. Despitethe pedagogical and methodological-didacticrelevance of this aspect, it is still not possible tocollect national and international data on levelsof text understanding for students with learningdisabilities.The low use of specific andappropriate tools may be the reason of this gapof knowledge. According to the full inclusionconceptual framework for the Italian school andthe EBE perspective in special education, awider theoretical-explorative research wasdesigned to primarily investigate the promotionof the study method within the inclusivedimension.In this framework, the research alsoinvestigated students' processes and strategiesfor understanding and memorizing through theuse of the QSAr, a questionnaire developed byMichele Pellerey and available on-line. Theresults provide a contribution to comprehendhow students with learning disabilitiesmemorize and understand text of and offerfuture possibilities for investigations andinsights.