Italiano

Abstract

The essay proposes a critical analysis of the learning dynamisms that intervene in the processes of textual understanding. It focuses the reflection not only on the "macro" variables (formation of the mental model, ability to make inferences, monitoring of understanding, etc.) but also on the specific dynamisms relating to the interaction between the acts of decoding the text (ability to read the words) and lexical comprehension processes (ability to understand their meaning). These dimensions are identified as the premises of more general understanding skills and are explored in their training and teaching implications.