A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children (M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.
|Data di pubblicazione:||2004|
|Titolo:||Theories of intelligence in children with reading disabilities: a training proposal|
|Autori:||PEPI A; ALESI M; GERACI M|
|Tipologia:||Articolo su rivista|
|Citazione:||PEPI A, ALESI M, & GERACI M (2004). Theories of intelligence in children with reading disabilities: a training proposal. PSYCHOLOGICAL REPORTS, 95, 949-952.|
|Digital Object Identifier (DOI):||10.2466/pr0.95.3.949-952|
|Appare nelle tipologie:||01 - Articolo su rivista|