Una prospettiva vygotskijana per un modello unificato di comprensione del testo

Abstract

The text comprehension and the acquisition of such skill has many implications according to Lev Vygotsky’s theory on cognitive development. To understand the reading of texts optimally we should have as extensive domains of knowledge as possible. The individual ability to build and master such extensive knowledge bases are socially and intersubjectively built. This takes place particularly in the classroom thanks to the mediation of teachers and more skillful peers. A significant contribution can also come from the use of new technologies in the classroom, especially in primary schools, which may constitute an electronic scaffolding, through the use of programs providing the appropriate intervention of animated software agents that interact through a natural language with students