Per una riflessione su formazione degli insegnanti e didattica inclusiva. Alcuni dati di ricerca di un progetto nazionale sulla comprensione del testo

Teacher training is called to deal concretely with emerging problems of educational and teaching practice, with a reflective, critical and empirical attitude. This necessarily requires the acquisition of teaching expertise im-bued with knowledge, cognitive attitudes, specific skills, of various kinds and levels. Evidence-based education research orients teacher training to raise the quality of their teaching and the learning level of learners by providing concrete answers to these problems. From this perspective, the skills thus gained by teachers make it possible to regulate educational and teaching processes, and to promote broader activity and participation, also for learners with special educational needs. A quasi-experimental study conducted in the third grade of elementary school is illustrated. It is originated as a result of the previous "RC-RT" experiment promoted by SApIE in the fourth grade, which involved the use of the "RC-RT" program optimized for the development of text comprehension and summary-making skills. This new study generated a high efficacy effect, amounting to a gain in learning by three to five months in the experimental classes compared with the control classes. Learners with SEN in the experimental classes showed a more marked improvement compared to the control classes, gaining five months in text comprehension, six months in enrichment and lexical comprehension, and seven months in the ability to write a summary.