Στρατηγικές κατανόησης κειμένου και μαθησιακή προσέγγιση από παιδιά γυμνασίου με μαθησιακές δυσκολίες.

Περίληψη

The aim of the present study was to investigate approaches to learning and strategies for reading comprehension employed by students with LD particu¬larly in humanities courses. The sample consisted of 40 1 students diagnosed with LD and 371 students without LD attending the 1st, 2nd, and 3rd grades of Junior High School. The Study Process Questionnaire and the Questionnaire of Strategies for Text Reading Comprehension were administered to the par¬ticipants. Students with LD reported higher use of a surface approach to learning, lower use of reading comprehension strategies as compared to their average and high performance peers but no significant difference was found betw een the groups in terms of the deep approach to learning. Finally, deep strategies were the strongest predictor of the students’ performance in the literature subject.