Dyslexia and Pragmatic Skills

Cappelli, Gloria; Noccetti, Sabrina; Simi, Nicoletta; Arcara, Giorgio; Bambini, Valentina

doi:10.31234/osf.io/85as2

Cited by 2 publications

(2 citation statements)

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“…Come discusso sopra, una delle abilità fondamentali per l'apprendimento della letto-scrittura è la competenza fonologica, che risulta in effetti compromessa in modo severo nelle persone con dislessia evolutiva, sia adulti che bambini, anche a livello cross-linguistico (Ramus, Szenkovits, 2008;. La dislessia è caratterizzata quindi da difficoltà linguistiche, che si estendono anche all'ambito sintattico (Cardinaletti et al, 2022) e pragmatico (Cappelli et al, 2022).…”

Section: Competenza Morfologica Nella Dislessia Evolutivaunclassified

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Vendere

2024

ILD

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In questo contributo si approfondisce il ruolo della consapevolezza morfologica nella letto-scrittura, evidenziandone l’importanza sia per la decodifica, che per l’arricchimento del vocabolario e la comprensione del testo. Si osserva in particolare come le abilità morfologiche possano costituire una via di compensazione per le difficoltà di lettura in popolazioni con fragilità linguistiche, quali studenti con diagnosi di dislessia evolutiva o con italiano L2. In questa prospettiva, si mette in luce l'importanza di proporre attività volte a potenziare le abilità morfologiche nel contesto scolastico, riportando alcune indicazioni pedagogiche mirate per l’implementazione di un intervento da proporre in chiave inclusiva. Enhancing morphological awareness in reading and text comprehension in Italian in contexts of linguistic fragility This paper delves into the role of morphological awareness in reading and writing, highlighting its importance for decoding, text comprehension and lexical development. It is observed, in particular, how morphological skills can serve as a compensatory strategy for reading difficulties in populations with linguistic fragility, such as students diagnosed with developmental dyslexia or those learning Italian as a second language (L2). In this perspective, the importance of proposing activities aimed at enhancing morphological skills in the school context is emphasized, providing some targeted pedagogical indications for the implementation of an inclusive pedagogical intervention.

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Section: Competenza Morfologica Nella Dislessia Evolutivaunclassified

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Vendere

2024

ILD

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“…Developmental dyslexia (DD), is characterized by disorders affecting reading acquisition (i.e., deficit in precision and/or fluency in written word recognition, which is not explained by a neurological, sensory or intellectual dysfunction (ICD-10, World Health Organisation, 1992 andDSM-5 American Psychology Association, 2013). As a consequence, several "secondary" consequences arise, such as problems in reading comprehension and reduced reading experience, which can impact lexical development and background knowledge (Cappelli et al, 2022). Few studies investigated language production in DD.…”

Section: Introductionmentioning

confidence: 99%

Speech disfluencies in children with developmental dyslexia: How do they differ from typical development?

Pistono,

Maziero,

Chaix

et al. 2023

Intl J Lang & Comm Disor

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BackgroundDisfluency is a multifactorial concept that can be linked to several of the language production levels, in both typical and atypical populations. In children, the language system is still developing and few studies have explored disfluency patterns. In typical development (TD), in particular, studies have shown discrepancies according to the language being considered. In neurodevelopmental disorders, such as developmental dyslexia (DD), it is still unclear whether the pattern of disfluency is similar to TD.AimsTo analyse the type of disfluency and their evolution in French children aged 8–12 years. Also to compare the pattern of disfluency in DD and TD, and to test whether disfluencies were correlated with reading difficulties.Methods & ProceduresA total of 25 children with DD and 21 children with TD aged 8–12.6 years produced an autobiographical narrative. Seven types of disfluencies were coded: part‐word repetitions; repetitions of monosyllabic words; other types of repetitions (words and phrases); filled pauses; revisions—substitutions; revisions—additions; and abandoned utterances. We compared the proportion of each disfluency in DD and TD. Spearman correlations were then performed between disfluencies, reading performance and age.Outcomes & ResultsThe results showed that both DD and TD children mainly produced filled pauses, repetitions of monosyllabic words and substitutions. Both groups displayed a high rate of disfluency (> 10%). No correlations with age were found. Correlations with reading performance were significant in the TD group only.Conclusions & ImplicationsThe study showed that DD is not characterized by a specific pattern of disfluency. Additionally, disfluency rates were similar in children aged 8–12 years. In contrast to other languages, the current study suggests that French‐speaking children have a high rate of disfluency. The study also suggests that disfluency should be interpreted with caution in DD, given that TD children also have a high rate of disfluency. Therefore, it seems important to adapt the pathological threshold of disfluency to the language being spoken in order to avoid an overestimation of the prevalence of these deficits in French‐speaking children.WHAT THIS PAPER ADDSWhat is already known on this subject TD children produce a high rate of disfluency, which is also influenced by the language being spoken. No study looked at the effect of DD on disfluency production. Nonetheless, problems in reading comprehension and reduced reading experience may impact lexical development and speech fluency.What this paper adds to the existing knowledge In our study, both groups (French‐speaking children) produced a substantial amount of disfluency as compared with other languages (> 10%). Additionally, the pattern of disfluency was similar in TD and DD (namely, filled pauses, prolongations repetitions of monosyllabic words and substitutions). In the DD group, disfluency production was not correlated with reading performance.What are the potential or actual clinical implications of this work? These results indicate that it is crucial to consider the language being spoken when examining disfluency in order to avoid an overestimation of language difficulties in some languages, such as in French. Moreover, the production of disfluencies in DD should not be considered as language dysfunction since the pattern of disfluency what quite similar in TD and DD, and did not correlate with their reading difficulties.

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Dyslexia and Pragmatic Skills

Abstract: Book chapter included in the volume "A Linguistic Approach to the Study of Dyslexia", edited by G. Cappelli & S. Noccetti and submitted to Multilingual Matters. The chapter presents an overview of research on pragmatic efficiency and dyslexia in children and adults.

Cited by 2 publications

References 83 publications

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Speech disfluencies in children with developmental dyslexia: How do they differ from typical development?

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Dyslexia and Pragmatic Skills

Abstract: Book chapter included in the volume "A Linguistic Approach to the Study of Dyslexia", edited by G. Cappelli &amp; S. Noccetti and submitted to Multilingual Matters. The chapter presents an overview of research on pragmatic efficiency and dyslexia in children and adults.

Cited by 2 publications

References 83 publications

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Potenziare La Consapevolezza Morfologica Nella Lettura E Nella Comprensione Del Testo in Italiano in Contesti Di Fragilità Linguistica

Speech disfluencies in children with developmental dyslexia: How do they differ from typical development?

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Abstract: Book chapter included in the volume "A Linguistic Approach to the Study of Dyslexia", edited by G. Cappelli & S. Noccetti and submitted to Multilingual Matters. The chapter presents an overview of research on pragmatic efficiency and dyslexia in children and adults.