Christian Tarchi

Associate Professor

University of Florence

Italy

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Christian Tarchi is an Associate Professor at the University of Florence, Italy. His research focuses on literacy, including reading comprehension strategies, source-based writing, and the use of digital tools in education. Recent articles by Professor Tarchi examine the cognitive processes involved in text comprehension and the integration of multiple sources, often emphasizing the development of critical thinking skills among students.

Articles (18)

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2025

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2024

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2021

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2021

Collaborators (8)

Nina Vandermeulen

Lecturer Professional Communication & Postdoctoral researcher

University of Antwerp

BELGIUM

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giuliana pinto

Professor

Università degli Studi di Napoli Federico II

ITALY

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Ruth Villalon

Associate professor

Universidad de Cantabria

SPAIN

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CHIARA PECINI

Associate Professor of Developmental and Educational Psychology

University of Florence

ITALY

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Angelica Ronconi

University of Padua

ITALY

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Ivar Bråten

University of Oslo

NORWAY

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Lucia Mason

Full Professor of Developmental and Educational Psychology

University of Padova

ITALY

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Barbara Carretti

University of Padua

ITALY

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Christian Tarchi

Research Interests

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Articles (18)

Adjusting strategies when reading reliable and unreliable texts

Promoting multiple-text comprehension through thinking dispositions: a randomized controlled trial

The Use of ChatGPT in Source-Based Writing Tasks

The association between sourcing skills and intertextual integration in lower secondary school students

Highlighting and highlighted information in text comprehension and learning from digital reading

Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children

Recursivity in source-based writing: a process analysis

Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review

Investigating the effect of actively-openminded thinking on source-based writing: A randomized control trial

Learning across media in a second language

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Tele-assessment of cognitive functions in children: a systematic review

Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?

Promoting intercultural competence in study abroad students

Fostering University Students’ Written Argumentation via Recursive Reading: A Randomized Controlled Trial

The association between school-level SES and emergent literacy in Italy (La relación entre el nivel socioeconómico a nivel de centro escolar y la alfabetización emergente en Italia)

The influence of thinking dispositions on integration and recall of multiple texts

Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents

Collaborators (8)

Nina Vandermeulen

giuliana pinto

Ruth Villalon

CHIARA PECINI

Angelica Ronconi

Ivar Bråten

Lucia Mason

Barbara Carretti

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