Lettura online. Dalle nuove skill alla comprensione dei testi online

The purpose of this article is to illustrate questions, initial evidence and hypothesis for action on how to teach reading online hypertexts. Studies dealing with the online reading process and the implications involved in this specific cognitive way of processing the texts suggest that traditional reading strategies are necessary but not sufficient to successfully navigate and make sense of online content, raising important questions on "where and how" to integrate into the curriculum this new dimension of learning. The focus of this paper is, on one hand, on the new skills required by digital age’s readers and, on the other hand, on the studies that combine the issue of learning to read with the interest for the development of critical thinking and the intervention techniques aimed at understanding the online texts which borrow from such studies. On this basis, the last part of the article outlines the main elements to frame a think-aloud model for the instruction of online reading.