Italian language is characterized by a high correspondence between sound and sign. According to this peculiarity, we aimed to define a profile of learning abilities in 300 Italian children (8-16 years-old), with diagnosis of Learning Disorder achieved in our Department from 2006 to 2011. The parameters considered were: quickness and accuracy of reading of words, pseudowords and text; number of errors in writing words, pseudowords, sentences with homophones not homographs words, text; number of errors in arithmetics, quickness of arithmetic fact retrieval and problem solving. The results show: for reading a greater impairment in quickness than accuracy, the relationship of which varies considering words, pseudowords and text; for writing a main fall on words and sentences with homophones not homographs, errors and difficulties in morpho-syntactic organization of the summary; for arithmetic difficulties of queuing and in the choice of recovery or procedural strategies, errors in the arithmetic fact retrieval.
Profile of reading, writing and arithmetics in italian learning disabilities / C., Mitola; T., Scandale; G., Pietrosanti; Penge, Roberta; C., D'Agostini Costa. - In: NEUROPSYCHIATRIE DE L'ENFANCE ET DE L'ADOLESCENCE. - ISSN 0222-9617. - STAMPA. - 60:5(2012), p. S181. (Intervento presentato al convegno Brain, Mind and Developmental Psychopathology in Childhood tenutosi a Parigi nel 21-25 luglio 2012) [10.1016/j.neurenf.2012.04.304].
Profile of reading, writing and arithmetics in italian learning disabilities
PENGE, Roberta;
2012
Abstract
Italian language is characterized by a high correspondence between sound and sign. According to this peculiarity, we aimed to define a profile of learning abilities in 300 Italian children (8-16 years-old), with diagnosis of Learning Disorder achieved in our Department from 2006 to 2011. The parameters considered were: quickness and accuracy of reading of words, pseudowords and text; number of errors in writing words, pseudowords, sentences with homophones not homographs words, text; number of errors in arithmetics, quickness of arithmetic fact retrieval and problem solving. The results show: for reading a greater impairment in quickness than accuracy, the relationship of which varies considering words, pseudowords and text; for writing a main fall on words and sentences with homophones not homographs, errors and difficulties in morpho-syntactic organization of the summary; for arithmetic difficulties of queuing and in the choice of recovery or procedural strategies, errors in the arithmetic fact retrieval.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
