Metacognizione e comprensione della lettura: quale rapporto?

Metacognition and Reading Comprehension: how they relate to each other? A qualified reading involves the use of specific metacognitive strategies and multiple levels of information processing which, if used consciously, improve understanding. This study presents an in-depth analysis of the relationship between metacognition, thinking aloud and reading comprehension, which is part of the national RC-RT research described in this same volume and aimed at verifying the effectiveness of Reciprocal Teaching in the Italian context. Following to some studies carried out on students of different ages aimed at highlighting the relationship between reading comprehension and second-level skillsgrouped under the name of metacognition, the role of the teacher in the promotion of metacognitive reading strategies was deepened. Finally, we reviewed studies that emphasize the role of spoken reflection, thinking aloud and metacognitive reflection on the error that may arise from it, with the aim of providing cues for a teacher training methodology based on these aspects.