The role of the implicit in text comprehension: an experiment in a lower secondary school

Abstract

This paper, based on an experiment conducted at a lower secondary level, investigates students' understanding of implicit information. What emerged from the observation is that the lack of understanding of implicit information leads to poor comprehension of the text and, consequently, reconstructing the meaning of a text on the basis of implicit information is a skill that can and should be taught, starting from the early stages of schooling.