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Consistency and Stability of Italian Children's Spelling in Dictation versus Composition Assessments
Peer reviewed
Direct linkBigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana – Reading & Writing Quarterly, 2017
The purpose of this study was to investigate consistency in spelling skills across 2 different tasks of written production (dictation vs. composition) and stability of performance across 4 different grades. We assessed 2nd, 3rd, 4th, and 5th graders' spelling performance through 4 tasks: 2 dictation tasks (passage and sentences) and 2 composition…
Descriptors: Foreign Countries, Spelling, Reliability, Verbal Communication
Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata – Journal of Learning Disabilities, 2016
The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…
Descriptors: Psychological Patterns, Learning Disabilities, Children, Preadolescents
Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana; Accorti Gamannossi, Beatrice – Reading & Writing Quarterly, 2016
We conducted this prospective cohort study to explore the predictability of dyslexia from 1st-grade literacy skills in Italian students. We followed 407 Italian students in primary school from the 1st through the 3rd grades. Students were diagnosed with dyslexia in the 3rd grade. We retrospectively tested participants' 1st-grade performance in…
Descriptors: Foreign Countries, Dyslexia, Grade 1, Grade 2
Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco – Journal of Learning Disabilities, 2016
This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…
Descriptors: Mathematics Skills, Reading Difficulties, Grade 3, Grade 4
Bigozzi, Lucia; Tarchi, Christian; Pezzica, Sara; Pinto, Giuliana – Journal of Learning Disabilities, 2016
The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an…
Descriptors: Emergent Literacy, Models, Predictor Variables, Dyslexia
Bardaglio, Giulia; Marasso, Danilo; Magno, Francesca; Rabaglietti, Emanuela; Ciairano, Silvia – Physical Education and Sport Pedagogy, 2015
Background: Standard physical education (PE) programs and the team-teaching methodology have rarely been evaluated to investigate their real efficacy in changing children's motor skills. Aims: The aims of this study are two-fold: The first aim is to evaluate the effectiveness of a PE program for improving coordinative motor skills in the team…
Descriptors: Team Teaching, Teaching Methods, Physical Education, Physical Education Teachers
Greenman, Paul S.; Schneider, Barry H.; Tomada, Giovanna – School Psychology International, 2009
Poor school adjustment is a known correlate of peer rejection in childhood. However, the impact of change in sociometric status on children's academic performance over time is unclear. The aim of this study was to determine whether improvement or decline in children's sociometric status would predict corresponding changes in their academic…
Descriptors: Sociometric Techniques, Academic Achievement, Student Adjustment, Program Effectiveness
