Teaching pupils with mentally retardation to analyses of the literature work as component of reading activity

The article focuses variously on the development of basic cognitive processes for handling information (e.g. memory; phonological processing), the ‘metacognitive’ executive awareness and control of thinking and learning (e.g. ‘thinking skills’, learning strategies and ‘learning how to learn’), and sometimes on the inter-relationship of these aspects of cognition (e.g. the links between word reading and reading comprehension).

Проаналізовано методи і прийоми навчання розумово відсталих учнів аналізу художнього твору як компоненту читацької діяльності.