Reading as a Problem Solving Task and Digital School

The renewed school idea, understood as an open learning space that allows students to develop life skills, imposes an overview of reading in a new epistemological and cultural dimension. Within the European educational systems, among the skills considered essential, a prominent role is occupied by the reading comprehension and mastering the language. In fact, reading literacy is a cognitive life-skill that structures thought and reasoning (Olson, 1994) and is perhaps the most precious of the goals to achieve in today's school. As well, the use of technologies, digitalization, now structural components of the curriculum, have put exactly the reading into the center of the learning experience. The general aim of this work is to investigate, through a bibliographic detailed study, the relationship that there is between digital reading and textual comprehension skills. Methodologically we will proceed with the sistematic review, with particular attention to the sources to identify and evaluate the relation between the reading and the digital support. Digital devices can favor active, reflexive, conscious reading, as they provide dynamic reading functions that support the adjustment of the analysis processes. The idea is to value these references, emphasizing the essential role of reading comprehension. Resuming the cognitivist matrix, reading can be seen as a problem solving task where the reader is called to use the information contained in the text, using his declarative and procedural knowledge, to construct more accurate hypothesis about the meaning of the text. The perspective considered in this work identifies the "know how to read" as the tool to become a more experienced navigator of contemporary society with the ability to discern, interpret, and propose.