6533b82ffe1ef96bd12946ee

RESEARCH PRODUCT

Theories of Intelligence in Children with Reading Disabilities: A Training Proposal

Marianna AlesiAnnamaria PepiMaria Geraci

subject

Malemedia_common.quotation_subjectIntelligenceMetacognition050109 social psychologyDevelopmental psychologyDyslexiaSettore M-PSI/04 - Psicologia Dello Sviluppo E Psicologia Dell'EducazioneIntervention (counseling)Reading (process)Psychological TheoryHumansRemedial Teaching0501 psychology and cognitive sciencesChildFunction (engineering)General Psychologymedia_commonMotivationchildren reading disabilitiesCognitive Behavioral Therapy05 social sciences050301 educationCognitionReading comprehensionFemalePsychological TheoryPsychology0503 educationReciprocalCognitive psychology

description

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.

yearjournalcountryeditionlanguage
2005-01-26Psychological Reports
https://doi.org/10.2466/pr0.95.3.949-952