1,354,203 research outputs found
Velocità e correttezza nell’attribuzione del genere grammaticale: il ruolo della trasparenza morfologica della vocale finale di parola.
No full textAn analysis of a single case of comorbidity between learning disability and borderline intellectual functioning
No full textIn this study we explored a case of comorbidity between DSA and Borderline Intellectual Functioning.
The girl was fourteen years old, ninth grade of school in Palermo, with significant learning difficulties.
Two interviews were conducted , one with parents and one with teachers, to investigate the history of the girl's learning.
In the pre-test phase the following cognitive areas were investigated:
Q.I. (Level of Intelligence), decoding ability, reading comprehension and writing skills.
Motivational-emotional profile was also evaluated: school motivation, self-handicapping strategies, self esteem and school
anxiety.
To assess these cognitive areas we used: Reading Comprehension Test(Cornoldi & Colpo, 2001), Reading Decoding Test
(Cornoldi & Colpo, 2001), Dyslexic and Disorthographic Evaluation Test (Sartori, Job, & Tressoldi, 1995), Wechsler
Intelligence Scale for Children, Revised (Wechsler, 1974), Self-Esteem Scale by the TMA (Bracken, 1992), School Motivational
Profile (Alesi, Pepi & Rappo, 2011), Self-Handicapping Scale for Children (Waschbusch, Craig, Pelham, & King, 2007) and
School Anxiety by the Psychiatric scales of Self-administration for children and adolescents (Cianchetti & Fancello, 2001).
After this pre-test phase, the girl took part in T.I.R.D. Multimedia Training for the Rehabilitation of Dyslexia (Rappo & Pepi,
2011), aimed at improving decoding abilities. This training has involved the girl for three months. It consisted of specific tasks to
rehabilitate both visual and phonological strategies: sound blending, word segmentation, alliteration test and rhyme test, letter
recognition, digraph recognition, trigraph recognition and word recognition are samples of visual tasks. The first four are samples
of phonological tasks, while the remaining four are samples of visual tasks.
At last, in post-test phase, reading and writing ability were revalued.
The emotional-motivational profile to monitor trends was also reappraised.
Results show significant improvements from pre-test to post-test in cognitive, emotional and motivational areas investigated
Influence of syllabic composition and lexical stress on decoding test: a comparison between dyslexic children and fluent readers
No full textInfluence of position of the context sensitive graphemes and word frequency effect on reading speed: a performance analysis of developmental dyslexics and fluent readers
No full textSeveral studies have reported how the presence of contextual letter-sound
conversion rules influences both reading speed and accuracy and the effect of rule complexity holds for low frequency words only. We aimed to investigate the role of orthography complexity and, in particular, of context sensitive graphemes position and frequency of use on reading speed, analyzing the performance of developmental dyslexics and fluent readers. With regard to speed (reading speed of word lists), context sensitive graphemes position had an effect only for dyslexic children, who showed the worst performance if the context sensitive graphemes were in first position, regardless of word frequency. On the other hand, we found a frequency effect (in particular worst performance in the case of low frequency words) for both groups
Il ruolo della struttura semantica e della composizione morfologica nell'accuratezza di decodifica:dislessici evolutivi e normolettori a confronto.
No full textNello specifico, il nostro lavoro di ricerca si propone di valutare l’influenza
degli indizi contestuali sull’accuratezza di decodifica (corretto posizionamento
dell’accento) del dislessico evolutivo e del normolettore confrontando due principali condizioni: assenza e presenza di disponibilità
contestuale. In aggiunta, nell’ottica di effettuare una specifica indagine
linguistica, l’intento è anche quello di analizzare l’influenza della composizione
sillabico-accentuale, sull’accuratezza di decodifica (corretto posizionamento
dell’accento) dei due gruppi di soggetti (Mulatti e Job, 2003; Marcolini
e Burani, 2003; Burani, Barca e Ellis, 2006; Marcolini, Donato, Stella
e Burani, 2006; Barca, Ellis e Burani, 2007). A tal proposito, sappiamo che,
nella maggior parte delle parole italiane, l’accento è collocato sulla vocale
della penultima sillaba (accentazione regolare: ballàre); più rara è invece
la condizione che vede l’accento collocato sulla vocale della terzultima sillaba
(accentazione irregolare: cèlebre)
La sensibilità agli indizi semantici e alla struttura morfologica della parola: un confronto tra dislessici evolutivi e normolettori
No full text
The influence of irregular group position and frequency on decoding Italian words: a comparison between dyslexic and fluent readers
No full textSyllabic composition and use frequency: how do they affect stress assignment? A comparison between slow readers and fluent readers
No full textItalian words can be stressed either on penultimate or antepenultimate syllables. In both cases, stress assignment is not predictable by rules, but requires a lexical check. Italian words with stress on the penultimate syllable are defined as regular because the proportion of these words is much larger than words with stress on the antepenultimate syllable, defined as irregular. We propose to investigate the influence (in terms of correct stress positioning) of different syllabic and stress structures during "decoding” by both slow readers and fluent readers. Forty-eight children, twenty-four slow and twenty-four fluent readers, decoded “target words” selected on the basis of frequency (high/low frequency) and different syllabic and stress structures: This included both irregular stress (on the third-last syllable) and structures of the open second-last syllables (ending with a vowel); Also regular stress (on the second-last syllable) and an open second-last syllable structure, including regular stress falling on a second-last syllable closed structure (ending with “A” consonant). Subjects’ performances resulted worse in the case of open second-last syllables with irregular and regular stress. Instead, closed, second-last syllable stress created improbable errors. In particular, slow readers are influenced by stress and syllabic structure also in the case of high frequency use lists of words, contrary to the results from fluent reader
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