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.