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Maristella SCORZA

Professore Associato
Dipartimento di Scienze Biomediche, Metaboliche e Neuroscienze - sede Padiglione De Sanctis - Campus San Lazzaro

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Pubblicazioni

2024 - Profilo cognitivo in studenti universitari con DSA: confronto tra studenti con sola dislessia e con DSA di tipo misto [Poster]
Camia, M.; Benassi, E.; Gontkovsky, S. T.; Puddu, M.; Ciaramidaro, A.; Termine, C.; Simeoni, L.; Mauro, M.; Scorza, M.
abstract

2023 - A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity [Articolo su rivista]
Luoni, Chiara; Scorza, Maristella; Stefanelli, Silvia; Fagiolini, Barbara; Termine, Cristiano
abstract

Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence rates for isolated as well as comorbid DD in a sample of Italian-speaking children. In addition, we studied the neuropsychological profile of children with isolated or combined dyscalculia. We tested 380 children (176 males and 204 females) between the ages of 8.17 and 9.33 years using an extensive battery to determine the neuropsychological profile. The assessment included an arithmetic battery and nonverbal intelligence, short-term memory, reading, and writing tests. The results indicated that children with DD more frequently have a reading disorder and writing disorder. They also have a lower nonverbal intelligence quotient (IQ) and obtain significantly lower scores in short-term memory tests and on a visuospatial skills questionnaire. They also had significantly higher scores (indicative of greater attentional difficulties) in the Conners subscale for attentional problems. Children with DD present different cognitive and neuropsychological profiles.

2023 - Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder [Articolo su rivista]
Scorza, Maristella; Gontkovsky, Samuel T.; Puddu, Marta; Ciaramidaro, Angela; Termine, Cristiano; Simeoni, Loriana; Mauro, Marcella; Benassi, Erika
abstract

2023 - Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialisation activities [Articolo su rivista]
Vascelli, L.; Berardo, F.; Iacomini, S.; Scorza, M.; Cavallini, F.
abstract

Background Social communication skills are critical for full participation in social activities in primary life contexts for adolescents and young adults with neurodevelopmental disorders. Method Two young adults with Prader Willi syndrome participated in an online socialisation programme with elderly and adolescent conversational partners. We used a multiple baseline across conversational partners design for each participant to investigate the effects of textual prompts and constant time delay on the number of initiations and follow-up questions. We evaluated the social validity. Results Both participants improved their social communication skills during online socialisation with partners. Participants with Prader Willi syndrome enjoyed participating in this study. Elderly conversational partners reported a slight decrease in loneliness following online socialisation. Conclusion The use of textual prompts and constant time delay may be helpful to promote opportunities for interaction among segments of the population potentially at risk of social isolation during online socialisation.

2023 - Psychological health of mothers and siblings of children with autism spectrum disorder during COVID-19 pandemic: New evidence in Italian families [Articolo su rivista]
Camia, M.; Scorza, M.; Lipparini, A.; Martorana, L.; Nardocci, F.; Padovani, R.; Rubichi, S.; Benassi, E.
abstract

Background and aim: Psychological challenges are well recognized in families with a child with Autism Spectrum Disorder (ASD). Instead, less is known about the effects of traumatic scenarios, such as COVID-19, on the psychological health of these families. The main aim of this study was to examine the psychological health of both mothers and typically developing (TD) siblings of children with ASD during the COVID-19 pandemic. We also investigated the relationship between mothers’ psychological resources and their children’s psychological well-being. Method: The sample included 52 mothers and their children: 15 mothers with one child with ASD and at least one TD child (ASD-siblings group) and 37 mothers with one or more TD children (TD control group). The data were collected using an online platform; four stand-ardized questionnaires (GAD-7, BDI-II, CD-RISC 25 and CBCL) were administered. Results: The analyses revealed more internalizing and total behavioral symptoms in the siblings of children with ASD, compared to the TD control group. Regarding the mothers, we did not find differences in depression and anxious symptoms between the two groups. However, the mothers of children with ASD showed a lower resilience than mothers of TD children. Moreover, the psychological well-being of the children was related with the mothers’ anxiety in the ASD-siblings group. Conclusions: Overall, our data show that the COVID-19 outbreak may have been particularly challenging for siblings of children with ASD, and highlight the importance of inten-sifying the psychological support to these families. (www.actabiomedica.it).

2023 - The Moderator Effect of Subthreshold Autistic Traits on the Relationship between Quality of Life and Internet Addiction [Articolo su rivista]
Sulla, Francesco; Camia, Michela; Scorza, Maristella; Giovagnoli, Sara; Padovani, Roberto; Benassi, Erika
abstract

2022 - Adolescenti con e senza DSA dopo due anni di pandemia: esiti psicologici differenti? [Articolo su rivista]
Cattapan, Vanessa; Scorza, Maristella; Camia, Michela; Landini, Alessandra; Benassi, Erika
abstract

2022 - Application to adolescents of a pure set-shifting measure for adults: identification of poor shifting skills in the group with Developmental Dyslexia [Articolo su rivista]
Ferrara, Marika; Benassi, Erika; Camia, Michela; Scorza, Maristella
abstract

2022 - Impact of quality of life and autistic traits on Internet Addiction: a study on Italian university students. [Abstract in Atti di Convegno]
Camia, Michela; Giovagnoli, Sara; Benassi, Erika; Padovani, Roberto; Scorza, Maristella
abstract

2022 - Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms [Articolo su rivista]
Benassi, E.; Camia, M.; Giovagnoli, S.; Scorza, M.
abstract

A growing body of literature indicates that children with Specific Learning Disorder (SpLD) are at risk of internalising and externalising problems. Instead, less is known about the factors that may influence this symptomatology. For instance, a few studies investigated the extent to which impaired school well-being could predict internalising and externalising symptomatology. This study aimed first to examine school well-being in SpLD children in a multi-dimensional perspective, from the point of view of the children and their mothers; second, the study analysed relationships between school well-being problems and psychopathological symptoms. Seventy-two children aged 8–10 years, 20 with SpLD and 52 typically developing (TD) children, and their mothers completed the Questionnaire on School Well-being. The mothers also filled in the Child Behaviour Checklist. Compared with TD group, mothers of children with SpLD reported on QBS lower children’s learning performances and worse family–teacher relationships. Closer relationships between QBS scores, i.e. struggles with learning and emotional problems at school, and internalising/externalising symptoms were found in SpLD group. These findings suggest that school well-being problems could negatively influence the psychological development of children with SpLD and highlight the importance of supportive school environment to improve school well-being and overall psychological health of these children.

2022 - Quality of life and its relationship to maternal experience and resilience during COVID-19 lockdown in children with specific learning disabilities [Articolo su rivista]
Benassi, Erika; Bello, Arianna; Camia, Michela; Scorza, Maristella
abstract

Children with special needs have encountered many challenges during the COVID-19 pandemic. Nevertheless, no studies have focused on the Quality of life (QoL) of children with specific learning disabilities (SpLD). This study aimed first to examine the physical, emotional and school dimensions of QoL in a group of primary school children with SpLD. The second goal was to investigate the extent to which the experience and resilience of their mothers were related to the children’s QoL. The sample included 35 children with SpLD and 85 typically developing (TD) children, and their mothers. Three standardised questionnaires were filled in by the mothers. The findings showed that, compared to TD children, those with SpLD reported worse physical health, learning processes and school-related emotional health. Relative to the TD group, the mothers of the children with SpLD experienced more negative emotions and concern towards their children’s difficulties, where these closely correlated with the children’s QoL. Maternal resilience appeared crucial to the emotional health of these children. Our findings were discussed in terms of the need for more inclusive teaching practices that support the learning processes and the psychological health of children with SpLD, and for supporting interventions for their mothers.

2022 - Specific Learning Disorders in young adults: investigating pragmatic abilities and their relationship with Theory of Mind, executive functions and quality of life. [Articolo su rivista]
Camia, Michela; Benassi, Erika; Sara, Giovagnoli; Scorza, Maristella
abstract

2021 - Early numerical skills in individuals with Down Syndrome [Articolo su rivista]
Stefanelli, Silvia; Scorza, Maristella; Stella, Giacomo
abstract

The aim of the present work was to explore early mathematical competences in individuals with Down Syndrome (DS). Intellectual Disability has been identified as one of the most important features in this population. The behavioral phenotype of individuals with DS is characterized by deficits in cognitive functions and learning abilities. A numerical battery was administered to a group of 11 individuals with DS and 11 Typically Developed (TD) children matched for mental age, as assessed with the Logical Operations Test. The findings revealed that early numerical skills of individuals with DS were well aligned to mental age: the two groups presented similar competences in counting, in mental calculation and cardinality. Moreover, individuals with DS read better Arabic numbers than the control group. Data concerning the discrimination of numbers in individuals with DS was also taken into consideration. Certainly, more research on children with DS is needed although the findings here presented have implications to understand the development of numerical skills in DS and to improve the neuropsychological assessment of children with this genetic condition.

2021 - Genitori di bambini con Disturbo dello Spettro dell’Autismo durante la pandemia da COVID-19: effetti di ansia e resilienza sul benessere dei fratelli e delle sorelle [Relazione in Atti di Convegno]
Camia, Michela; Scorza, Maristella; Lipparini, Andrea; Martorana, Lorelay; Nardocci, Franco; Padovani, Roberto; Benassi, Erika
abstract

2021 - Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System? [Articolo su rivista]
Benassi, Erika; Boria, Sonia; Teresa Berghenti, Maria; Camia, Michela; Scorza, Maristella; Cossu, Giuseppe
abstract

2021 - Relationships between pragmatic abilities, school well-being and psychological health in typically developing children [Articolo su rivista]
Camia, M.; Benassi, E.; Padovani, R.; &, ; Scorza, M.
abstract

Background: A growing body of literature shows relationships between behavioral problems and pragmatic abilities in children with neurodevelopmental disorders. However, the link between pragmatic skills, school well-being and psychological health in typically developing children is still under explored. The present study was aimed at an analysis of the relationships between well-being, behavioral problems, and pragmatics in Italian children from the general population. Methods: The sample included sixty typically developing children, their mothers, and their teachers. The mothers completed the Children’s Communication Checklist, second edition, the Questionnaire on School Well-being and the Child Behavior Checklist, questionnaires that evaluate children’s pragmatic abilities, school well-being, and psychopathological symptoms, respectively. The teachers completed the Questionnaire on School Well-being. Results: Close relationships between pragmatic abilities and school well-being were found. In particular, according to both mothers and teachers, Stereotyped language and Use of context were the two pragmatic variables most strongly associated with school well-being. Pragmatic abilities were also linked to externalizing and internalizing symptoms and with specific behavioural problems such as social and attentional problems. Conclusions: This study sheds light on the close relationships between pragmatic abilities and school well-being and psychological health in typically developing children. We discuss the relevance of focusing attention on early pragmatic competences in children and the importance of considering the school as a crucial setting for psychological assessment and interventions.

2021 - Which relationships between pragmatic difficulties and Theory of Mind, Executive Functions and Quality of Life in young adults with Specific Learning Disorder? [Poster]
Camia, Michela; Benassi, Erika; Scorza, Maristella
abstract

2020 - Language and Pragmatics Across Neurodevelopmental Disorders: An Investigation Using the Italian Version of CCC-2 [Articolo su rivista]
Ferrara, Marika; Camia, Michela; Cecere, Valentina; Villata, Virginia; Vivenzio, Nataly; Scorza, Maristella; Padovani, Roberto
abstract

Impairments in structural language and pragmatics are well recognized in different neurodevelopmental disorders, yet in clinical work the discrimination of children with various language difficulties into different diagnostic profile is still a major challenge. Using the CCC-2 questionnaire this study assesses and compares language competences in a sample of Italian children (aged 8–10) with typical development (n = 26) and in children with different neurodevelopmental conditions: high-functioning Autism Spectrum Disorder (n = 19), Language Disorder with associated Developmental Dyslexia (n = 23), Developmental Dyslexia without linguistic impairments (n = 21). The results supported the validity of CCC2 as screening measure that is able to distinguish children with communication impairments from non-impaired peers.

2020 - Quale relazione tra malessere scolastico e sintomi psicopatologici in bambini con Disturbo Specifico dell’Apprendimento (DSA)? [Poster]
Benassi, E.; Camia, M.; Scorza, M
abstract

2020 - Screening per l’identificazione delle difficoltà di lettura e scrittura in contesti multilinguistici: il progetto S.T.A.R [Relazione in Atti di Convegno]
Camia, M.; Scorza, M.
abstract

2020 - The role of perceived learning environment in scholars: A comparison between university students with dyslexia and normal readers. [Capitolo/Saggio]
Gennaro, A.; Scorza, M.; Benassi, E.; Zonno, M.; Stella, G.; Salvatore, S.
abstract

2020 - Women During the Covid-19 Lockdown: More Anxiety Symptoms in Women With Children than Without Children and Role of the Resilience [Articolo su rivista]
Benassi, E.; Vallone, M.; Camia, M.; Scorza, M.
abstract

Backgrounds. In addition to being a public physical health emergency, Coronavirus disease 2019 (COVID-19) has been identified as a psychological health emergency of global concern. The emergency measures implemented by the Italian Government from March to June 2020 included drastic limitations to living conditions that may have impacted on women with children in particular. Nevertheless, few studies focused on them investigating psychopathological consequences of lockdown and protective factors for mental health.Aims. First aim was to examine differences on generalized anxiety symptoms between working women with children and without children; second, we investigated whether psychological resilience contributed to low emotional impact of the COVID-19 lockdown.Method. An online survey was administered to 516 working mothers and 514 working women without children. Participants responded to Generalized Anxiety Disorder Scale (GAD7) and Connor-Davidson Resilience Scale (CD-RISC 25).Results. Significant differences emerged between the two groups, with higher symptoms and percentages of generalized anxiety disorders (GADs) in the group of mothers relative to women without children. Regression analysis showed that CD-RISC 25 score, more than having/not having children, had a predictive effect on GAD7 score, concurring to reduce anxiety symptoms.Conclusions. Our findings suggest that dealing with lockdown was a particularly stressful experience for working mothers who had to balance personal life, work, and raising children without other resources. Resilience may be a protection against emotional problems and supportive interventions should be implemented in the present and in the future to promote mental health in this population.

2019 - Competenze linguistiche e pragmatica in differenti condizioni del neurosviluppo: confronto tra i profili emersi al questionario ccc2 [Poster]
Ferrara, Marika; Camia, Michela; Scorza, Maristella; Cecere, Valentina; Villata, Virginia; Vivenzio, Nataly; Padovani, Roberto
abstract

La definizione delle abilità pragmatiche in bambini con difficoltà di linguaggio e nella comunicazione rappresenta una necessità sempre maggiore in ambito clinico. Lo scopo dello studio riguarda quindi la descrizione di tali competenze in bambini di 8-10 anni con differenti condizioni del neurosviluppo. Il campione è formato da 3 gruppi clinici e da un gruppo di controllo: Spettro dell'autismo con buon funzionamento intellettivo e linguistico (ASD, n = 19), Disturbo del linguaggio con associato Disturbo specifico dell'apprendimento (DSL+DSA, n = 23), Disturbo specifico dell'apprendimento in assenza di riferite problematiche linguistiche (DSA, n = 21) e bambini con sviluppo tipico (CONT, n = 26). Tutti i genitori dei bambini hanno compilato il questionario CCC-2. Le scale globali di comunicazione e linguaggio differenziano nettamente il gruppo di controllo dai restanti gruppi clinici, con punteggi significativamente inferiori per questi ultimi. Le scale a valenza pragmatica mostrano punteggi deficitari per il solo gruppo ASD con risultati interessanti per i DSA+DSL. L'analisi delle sottoscale evidenzia che solo i gruppi DSA, DSA+DSL cadono all'indagine fonologica e sintattica. Le scale di coerenza e semantica del linguaggio fragili e omogenee in DSA e DSA+DSL, hanno un profilo differente nei bambini con ASD. Infine, le sottoscale pragmatiche e sociali appaiono fortemente compromesse in ASD rispetto a tutti i restanti gruppi. Dallo studio emerge una buona sensibilità del questionario CCC2 nel differenziare bambini a sviluppo tipico da gruppi clinici, i quali presentano un quadro di fragilità linguistiche anche in condizioni di un apparente buon adattamento verbale.

2019 - Competenze pragmatiche e linguistiche nei Disturbi Specifici dell'Apprendimento (DSA): uno studio attraverso il questionario CCC2 [Poster]
Camia, Michela; Ferrara, Marika; Cecere, Valentina; Villata, Virginia; Vivenzio, Nataly; Scorza, Maristella; Padovani, Roberto
abstract

Scopo. Il lavoro ha come obiettivo la descrizione del profilo linguistico e pragmatico dei DSA tramite il questionario CCC2 compilato dai genitori. Metodo. Il campione è formato da 2 gruppi clinici e da un gruppo di controllo: DSA con disturbo di linguaggio (n = 23), DSA senza difficoltà di linguaggio (n = 21) e bambini con sviluppo tipico (n = 26). Risultati. I gruppi clinici ottengono punteggi significativamente inferiori nelle scale globali di comunicazione e linguaggio rispetto al gruppo di controllo. Risultato analogo si ha nell’indagine fonologica e sintattica. Infine, le scale di coerenza e semantica del linguaggio mostrano una fragilità in entrambi i gruppi di DSA. Conclusioni. Lo studio mostra la presenza di difficoltà linguistiche nei DSA, indipendentemente da una diagnosi associata di disturbi del linguaggio. Si evidenzia una buona sensibilità del questionario CCC-2 nell’individuare fragilità linguistiche anche in condizioni cliniche con apparente buon adattamento verbale.

2019 - DSA: IDENTIFICAZIONE, VALUTAZIONE E TRATTAMENTO. Indicazioni per gli operatori. [Curatela]
Stella, Giacomo; Zoppello, Marina; Scorza, Maristella
abstract

I disturbi specifici dell'apprendimento (DSA) sono un tema di grande attualità e importanza per l'impatto che hanno sullo sviluppo infantile e sulla costruzione della personalità. In questo volume vengono affrontati con un'ottica nuova, che supera il concetto medicalizzante di patologia, ma si rifà invece a quello più attuale di neurodiversità, cioè una condizione di anomalia di funzionamento che esprime una variante dello sviluppo tipico. La differenza concettuale fra i due modi di intendere i DSA è molto importante perché influenza anche l'approccio al trattamento. Viene infatti superato l'orientamento "riparativo" proposto dalla riabilitazione tradizionale a vantaggio di una visione più estesa e dinamica dell'intervento. Il presupposto è che il soggetto debba apprendere utilizzando condizioni di partenza diverse rispetto a quelle di cui dispongono la maggioranza degli individui. Non c'è qualcosa da "riparare" ma qualcosa da potenziare e compensare, in misura diversa in base all'età e alla gravità del disturbo. Per questo motivo il volume si apre con una descrizione dei processi di apprendimento e delle loro caratteristiche e tratta a lungo lo sviluppo della lettura, della scrittura, del calcolo e le loro diverse fasi prima di discutere di dislessia, disortografia o discalculia. Nella seconda parte vengono descritti i deficit delle singole abilità e la loro traiettoria evolutiva, partendo dai rapporti con i disturbi del linguaggio e descrivendo il legame che questi hanno con i successivi processi di apprendimento di lettura, scrittura e calcolo. Un'ampia parte è dedicata anche ai cambiamenti lungo il corso dello sviluppo e alla necessità di tener conto della variabilità dei problemi che si manifestano nella fase di avvio dell'apprendimento scolastico e quelli che persistono in età adolescenziale e adulta. La terza parte è dedicata al ruolo della riabilitazione e della compensazione delle abilità attraverso i vari strumenti oggi a disposizione per rendere efficace lo studio anche per quanti presentano disturbi di apprendimento. Il volume, grazie all'integrazione di riferimenti teorici e indicazioni applicative, si rivolge non solo agli studenti universitari ma anche agli operatori che svolgono attività in ambito clinico e riabilitativo. Inoltre, può essere un utile strumento per gli insegnanti e i genitori che vogliano comprendere meglio la natura dei processi che ostacolano l'apprendimento scolastico.

2019 - Developmental trajectories of set-shifting ability from childhood trough adolescents [Poster]
Ferrara, Marika; Camia, Michela; Benassi, Erika; Scorza, Maristella
abstract

Among the Executive Functions (FE), the capacity of set-shifting, ie the ability to quickly and flexibly program responses that change during the course of work (Best et al., 2009), is poorly investigated in the developmental age. To date, there is no evidence that specifically assesses set-shifting skills in Italian school-age children. The objective of our study is to administer the alternate verbal fluency test of Costa et al. (2014) to a large sample of children and adolescents in order to collect normative data in the developmental age. The results suggest that set-shifting ability of children and adolescents improves with age in a linear and progressive way and that compared to what is shown in adulthood (Costa et al., 2010), in children and adolescents the set-shifting abilities appear more pronounced than those of FF.

2019 - I disturbi specifici dell’apprendimento: caratteristiche cliniche [Capitolo/Saggio]
Scorza, Maristella; Ghidoni, Enrico; Ferrara, Marika; Benassi, Erika
abstract

2019 - La dislessia evolutiva [Capitolo/Saggio]
Scorza, M.; Ghidoni, E.; Camia, M.; Zoppello, M.
abstract

2019 - L’apprendimento della lettura in un contesto multilinguistico. Il progetto S.T.A.R. [Relazione in Atti di Convegno]
Scorza, Maristella; Camia, Michela
abstract

2019 - New Fuzzy Composite Indicators for Dyslexia [Capitolo/Saggio]
Morlini, Isabella; Scorza, Maristella
abstract

In this paper, we suggest a method based on fuzzy set theory for te construction of fuzzy synthetic indexes of dyslexia. A few criteria for assigning values to the membership functions are discussed, as well as criteria for defining the weights of the manifest variables.

2019 - Set-shifting profile in students with Dyslexia [Poster]
Camia, Michela; Ferrara, Marika; Benassi, Erika; Scorza, Maristella
abstract

Aim. In the recent literature the role of the Executive Functions (EFs) in dyslexia has became a crucial field of interest. In several studies dyslexia has been associated with EFs impairments, whereas other authors didn’t describe any association between dyslexia and difficulties in EFs tasks. Moreover, the main studies evaluating EFs have focused on planning, problem solving, and working memory. Only few studies have investigated the ability of set-shifting, that seems to have a central role in the linguistic elaboration. This study analyzes the set-shifting ability in students with Developmental Dyslexia and in typically developing peers. Method. The sample included 30 students (aged 11 to 14) with a diagnosis of developmental dyslexia (DD) and 124 typically developing peers (TD). Three abilities were assessed: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF) through a task already used and standardized for adults (Costa, 2014). Results. Data show a significant difference between the two groups in all the three tasks. We found a lower performance in DD with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. Conclusion. The study confirms the hypothesis of impairments in the executive component represented by set-shifting in adolescents with dyslexia. These findings underline the importance of evaluating this EFs in the clinical setting to better describe the cognitive profile.

2019 - THE WORD CHAIN TEST: A SHORT COLLECTIVE SCREENING FOR IDENTIFICATION OF CHILDREN AT RISK FOR READING DISABILITIES [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Boni, CLAUDIA DARIA; Stella, Giacomo
abstract

Currently, no short collective screening measure effectively assesses silent word decoding skills in Italian primary and secondary school children. Jacobson (1995) described a test of silent words recognition, called Word Chain Test (WCT), which appeared a valid method for detecting children with reading difficulties. The aim of the present study was to validate an Italian version of the WCT. In Study 1, we presented normative data in a sample of 1,154 children from Grade 1 to Grade 8, and measured both concurrent validity and internal consistency. We calculated a word recognition index (WRI) which, controlling for visuospatial and speed factors, seemed to provide a good assessment of the word recognition ability. In Study 2, we evaluated whether the WCT could discriminate a clinically identified population of children with dyslexia from typical children. Advantages and recommendations on the use of the WCT by teachers were discussed

2019 - The role of perceived learning environment in scholars: A comparison between university students with dyslexia and normal readers [Articolo su rivista]
Gennaro, Alessandro; Scorza, Maristella; Benassi, Erika; Zonno, Maria Giuseppa Pia; Stella, Giacomo; Salvatore, Sergio
abstract

Studies focusing the role of anxiety and depressive symptoms in young adults with learning disorders show mixed results and few studies examined the effect of environmental factors on learning disorders. According to a socio-cultural perspective the present work aims to shed light on the role of perceived learning environment, namely school environment, relationship with peers and family support, as factor moderating the insurgence of anxiety and depressive symptoms in university students with dyslexia. The study involved 51 university students: 19 dyslexics and 32 non-dyslexic students. Anxiety and depressive symptoms among the participants were examined with the Self-Administered Psychiatric Scales for Children and Adolescents (SAFA), while perceived school environment has been detected throughout Protective Factor Questionnaire (PFQ). A MANOVA tested a significant interaction effect concerning protective factors, Dyslexia condition and anxiety and depression symptoms. The following between subjects effects based on a descriptive discriminant analysis shed light on the role of perceived learning environment in moderating university scholars depressive and anxiety feelings. Results highlighting the different role of perceived learning environment in anxiety depressive symptoms are discussed in terms of environment’s role as moderating the insurgence of internalizing symptoms experiences that extend in student’s career beyond the diagnosis.

2019 - Trattamento lessicale nella dislessia evolutiva: confronto tra la modalità cartacea e computerizzata [Poster]
Camia, Michela; Scortichini, Francesca; Ferrara, Marika; Scorza, Maristella
abstract

La Dislessia rappresenta uno dei più frequenti disturbi del neurosviluppo. Tuttavia, un tema ancora discusso riguarda i metodi di trattamento. Pochi lavori inoltre prendono in considerazione i training proposti tramite le tecnologie informatiche. Lo studio si pone come scopo il confronto tra una modalità di intervento cartacea e una computerizzata. Il campione è formato da 24 bambini dislessici suddivisi in due gruppi rispetto al trattamento: Cartaceo (TCR; lettura di 40 brani per 8 settimane) o Computerizzato (TC, lettura di brani su piattaforma online per 3 mesi). Ogni trattamento è stato svolto a domicilio. Dai risultati si evidenzia un miglioramento significativo della velocità di lettura in entrambi i trattamenti; tuttavia si registra un incremento maggiore nel TC. Lo studio conferma la validità del trattamento lessicale. Si evidenzia inoltre una significativa efficacia della teleriabilitazione come modalità di intervento.

2018 - Beyond Verbal Behavior: An Empirical Analysis of Speech Rates in Psychotherapy Sessions [Articolo su rivista]
Rocco, Diego; Pastore, Massimiliano; Gennaro, Alessandro; Salvatore, Sergio; Cozzolino, Mauro; Scorza, Maristella
abstract

Objective: The present work aims to detect the role of the rate of speech as a mechanism able to give information on patient's intrapsychic activity and the intersubjective quality of the patient–therapist relationship. Method: Thirty clinical sessions among five patients were sampled and divided into idea units (N = 1276) according to the referential activity method. Each idea unit was rated according to referential activity method and in terms of speech rate (syllables per second) for both patient and therapist. A mixed-effects model was applied in order to detect the relationship between the speech rate of both the patient and the therapist and the features of the patient's verbal production in terms of referential activity scales. A Pearson correlation was applied to evaluate the synchrony between the speech rate of the patient and the therapist. Results: Results highlight that speech rate varies according patient's ability to get in touch with specific aspects detected through referential activity method: patient and the therapist speech rate get synchronized during the course of the sessions; and the therapist's speech rate partially attunes to the patient's ability to get in touch with inner aspects detected through RA method. Conclusion: The work identified speech rate as a feature that may help in the development of the clinical process in light of its ability to convey information about a patient's internal states and a therapist's attunement ability. These results support the intersubjective perspective on the clinical process.

2018 - DSA e memoria di lavoro [Capitolo/Saggio]
Stella, Giacomo; Ferrara, Marika; Scorza, Maristella; Zonno Maria, Pia; Boni, CLAUDIA DARIA
abstract

Oggi sono sempre di più gli studenti con DSA che terminata la scuola secondaria di secondo grado, desiderano iscriversi all’università e che cercano di inserirsi in contesti lavorativi in linea con i propri studi e le proprie aspirazioni. Questo è sicuramente un segnale positivo, soprattutto per la crescente attenzione da parte del mondo accademico, anche se rimane ancora molto da fare per approdare a una completa inclusione. I contributi presenti in questo volume, attraverso un’ottica multidisciplinare, indagano quali siano le misure dispensative e gli strumenti compensativi da utilizzare, le buone prassi da seguire, le possibili prospettive lavorative e le strategie più efficaci per favorire il successo formativo di ragazzi e giovani con DSA.

2018 - Dyslexia and psychopathological symptoms in Italian university students: a higher risk for anxiety disorders in male population? [Articolo su rivista]
Scorza, M.; Zonno, M.; Benassi, E.
abstract

Objectives Although socio-emotional problems are well documented in children and adolescents with dyslexia, little is known about the psychopathological consequences that the dyslexia may have in university students. It is possible to hypothesize a significant discouragement in dyslexics enrolled at university, as a result of their learning difficulties, which may result in psychopathological disorders secondary to these difficulties. This study, for the first time, administered the Self Administrated Psychiatric Scales for Children and Adolescents (SAFA) test to university students and investigated whether male and female university students with dyslexia demonstrated more psychopathological symptoms than males and females without dyslexia. Methods This study involved a total of 80 monolingual Italian university students: 27 students with dyslexia (16 males and 11 females) and 53 non-dyslexic students (21 males and 32 females). The mean age of the dyslexic group was 19.87 (SD = 1.21) and that of the control group was 21.51 (SD = 1.27). Psychiatric symptoms were examined with the standardized SAFA test. We administered to our groups the Anxiety, Depression, Obsessive-compulsive disorders, Psychogenic eating disorders, Somatic symptoms and hypochondria scales and subscales. Mann-Whitney tests were conducted to assess potential differences in the SAFA scales and subscales both between male university students with dyslexia and without dyslexia and between females with dyslexia and without dyslexia. Results Relative to males without dyslexia, the male students with dyslexia obtained significantly higher scores on SAFA Total Anxiety scale and on Social Anxiety, School/university Anxiety and Insecurity subscales. No significant differences were found on the SAFA scales and subscales between the two group of female university students. Examining the number of university students who fell within pathological range we found a higher number of male students with dyslexia that appeared to show psychopathological disorders on almost all the SAFA scales and subscales, relative to the control group. Conclusions Despite our findings should be considered as preliminary results, our study provides evidence that the psychopathological consequences of the dyslexia appear to be life-long. The present work had the strength of focusing on university students with dyslexia, that have been under-investigated to date, and of examining male and female university students with dyslexia separately. The males appear at higher risk for anxiety disorders than females with dyslexia. Thus, our results call attention to the importance of separately considering male and female university students with dyslexia when their psychiatric symptoms are investigated. Finally, our preliminary data seem to provide support to the effectiveness of the SAFA test for the identification of psychopathological conditions and for suggesting deeper examination and specific interventions in young adults.

2018 - Emotional and behavioural features in children with SLD: different opinions between parents. [Relazione in Atti di Convegno]
Camia, M.; Scorza, M.; Benassi, E.
abstract

2018 - PRESENTAZIONE DEL PROGETTO TIDE [Capitolo/Saggio]
Guaraldi, G; Genovese, E; Zonno, M P; Scorza, M; Stella, G
abstract

Il Progetto TIDE (New Tools For Inclusion of Dyslexic Students) nasce dalla collaborazione tra l’Università degli Studi di Modena e Reggio Emilia (capofila del progetto), For Modena (Formazione Professionale per i territori modenesi), l’Università degli Studi di Atene, l’Università Goldsmith di Londra ed il Provveditorato agli studi di Vienna. Il progetto, finanziato ed approvato dall’Unione Europea nel 2016, avrà durata triennale. Obiettivo della ricerca è quello di ottenere un quadro realistico delle metodologie di accompagnamento degli studenti con disturbo specifico dell’apprendimento (DSA) in ambito scolastico sia per quanto concerne la scuola secondaria di secondo grado che l’Università favorendo lo scambio di buone prassi tra i vari ordini e gradi scolastici. Tramite tale ricerca i diversi Partner coinvolti intendono conoscere, innanzitutto, la percentuale di studenti con DSA iscritti nelle scuole secondarie di secondo grado e nelle Università e le misure dispensative e strumenti compensativi loro erogati compiendo così un confronto tra tali dati e la percentuale di normolettori ed individuando eventuali carenze emerse dall’analisi dei bisogni. S’intende, pertanto, dare rilievo alle metodologie didattiche utilizzate nei singoli Paesi per favorire il più possibile lo studio ad allievi con DSA ed una didattica inclusiva oltre che compiere un’opera di sensibilizzazione sulla cultura dei DSA. Tramite interviste rivolte a specialisti (corpo docente, psicologi, pedagogisti, dirigenti scolastici, ecc.) e a studenti con DSA (appartenenti sia alla scuola secondaria di secondo grado e all’Università) si cercherà di individuare i bisogni educativi degli studenti con DSA e le buone prassi adottate nei Paesi coinvolti. Il progetto TIDE ha, pertanto, l’ambizione di favorire l’accompagnamento di studenti con DSA negli istituti superiori, nell’Università e negli enti di formazione professionale divulgando sempre di più la conoscenza degli strumenti compensativi e delle misure dispensative più idonee. Al fine di monitorare l’andamento del progetto stesso, saranno realizzati eventi moltiplicatori in ciascun Paese partner ed ulteriori manifestazioni liberamente svolte. Il progetto ha anche lo scopo di sottolineare le sostanziali differenze relative ai servizi erogati agli studenti con DSA nei diversi Paesi europei e l’evolversi di buone prassi alle quali poter attingere al fine di garantire sempre più il diritto allo studio e pari opportunità di formazione senza correre il rischio di discriminare nessuno. L’impatto che si prevede per il progetto TIDE è quello di attivare linee guida condivisibili da tutti i Paesi partner al fine di gestire le attività di accompagnamento scolastico di soggetti con DSA dalla scuola secondaria di secondo grado all’Università, un passaggio spesso critico per molti giovani. Realizzando tale progetto ci si augura, pertanto, di poter creare uno strumento di supporto nel passaggio dalla scuola secondaria di secondo grado all’Università garantendo sempre più pari opportunità formative ai soggetti europei con diagnosi clinica di DSA.

2018 - Psychopathological symptoms in Italian children and adolescents with Specific Learning Disorder: What do mothers and fathers report about? [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Gennaro, Alessandro; Bruganelli, Chiara; Stella, Giacomo.
abstract

International literature provides evidence that Specific Learning Disorders (SLD) may be associated with multiple dimensions of psychopathology. In contrast, only a small number of studies have focused on emotional and behavioral problems in Italian children and adolescents with SLD. The Child Behavioral Checklist (CBCL) is a measure of psychopathological symptoms widely-used in the clinical contexts in Italy. We therefore conducted a preliminary study examining mothers’ and fathers’ reports on all of the eight CBCL syndrome subscales. First aim was to examine the mothers’ ratings on CBCL in a group of 22 Italian children and adolescents with SLD (mean age = 12.31, SD = 2.88) and 29 peers without SLD (mean age = 10.96, SD = 2.74). Second, concordances and differences between mothers and fathers of these children on CBCL were investigated. The children and adolescents with SLD obtained significantly higher Internalizing and Externalizing Total Scores, compared to peers without SLD. We discussed the relevance of early identifying Italian children with SLD to early contrast the risk of emotional and behavioral problems in these children. These findings underscore the need for further examination of the mother-father agreement on measures of psychopathological problems.

2018 - Psychopatological symptoms in Italian children and adolescents with specific learning disorder: what do mothers and fathers report about? [Relazione in Atti di Convegno]
Scorza, M.; Benassi, E.
abstract

2018 - Sintomi psicopatologici in bambini con disturbo specifico dell’apprendimento (DSA): differenze tra quanto riportano madri e padri. [Poster]
Benassi, E.; Scorza, M.
abstract

2018 - XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA [Relazione in Atti di Convegno]
Camia, Michela; Ferrara, Marika; Boni, CLAUDIA DARIA; Scorza, Maristella; Benassi, Erika
abstract

The role of the Executive Functions (EFs) in dyslexia is still unclear. In the recent literature several studies find dyslexia to be associated with an EFs impairment (Beneventi at al. 2010; Willcutt et al., 2005), whereas other authors don’t find any association between dyslexia and difficulties in EFs tasks (Marzocchi et al., 2008). Moreover, the main studies evaluating EFs both in typically developing children and dyslexics have mainly focused on planning and problem solving, and working memory (e.g., Best et al., 2009; Reiter et al., 2005) ) while only few studies have focused on set-shifting. The set-shifting seems to have a central role in the linguistic elaboration, because it permits to rapidly switch between tasks or mental sets (Best et al., 2009). The aim of this study is to investigate the set-shifting abilities in two groups of children, with and without dyslexia, using an Alternate Fluency (AF) task already used and standardized by Costa and colleagues (2014) for adult population. This study involved 22 adolescents, aged 11 to 14, with a diagnosis of developmental dyslexia (DD) and 124 typically developing (TD) peers. Three tasks were administered to two groups: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF). The results show a significant difference between the two groups in all the three tasks. Specifically, we found a lower performance in the adolescents with dyslexia with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. In conclusion, this study supports the hypothesis of difficulties in the executive component represented by set-shifting in adolescents with dyslexia. These data underline the importance of considering this EF in the clinical evaluation and in the description of the cognitive profile of these adolescents.

2017 - Dati preliminari su una prova di apprendimento verbale in età evolutiva. [Poster]
Boni, C. D.; Benassi, E.; Scortichini, F.; Scorza, M.
abstract

2017 - Declarative learning of new real-words in primary and secondary school children: Evidence of consolidation over time [Articolo su rivista]
Scorza, Maristella; Benassi, Erika; Boni, Claudia D.; Pinotti, Chiara; Stella, Giacomo
abstract

Recent studies found evidence for improvements of declarative memories after a period of offline consolidation. Most of these studies investigated declarative learning using non-words stimuli. Little is known about consolidation effects in the acquisition of phonologically typical real-words in the native-language. The current study compared primary school children with secondary school children in recognition and delayed recall of novel real-words. The delayed recognition and recall tasks were administered both 15 minutes and 24 hours after training. The results revealed high recognition accuracy of the novel real-words after 15-min delay. In contrast, children's recall ability decreased at the first post-training delayed recall but significantly improved when children were re-tested one day later. Better overall performances were observed in secondary school children. The results of our semantic declarative memory task replicate and extend previous findings showing that children's retention of novel semantic-phonological representations is more robust following a period of sleep.

2017 - Italian version of the word chain test: a short collective screening of low word recognition abilities. [Poster]
Scorza, M.; Benassi, E.; Boni, C. D.; Stella, G.
abstract

2017 - New fuzzy composite indicators for dyslexia [Relazione in Atti di Convegno]
Morlini, Isabella; Scorza, Maristella
abstract

Composite indicators should ideally identify multidimensional concepts that cannot be captured by a single variable. In this paper, we suggest a method based on fuzzy set theory for the construction of fuzzy synthetic indexes of dyslexia, using the set of manifest variables measured by means of reading tests. A few criteria for assigning values to the membership function are discussed, as well as criteria for defining the weights of the variables. An application regarding the diagnosis of dyslexia in primary and middle school in Italy is presented. In this application, the fuzzy approach is compared with the crisp approach actually used in Italy for detecting dyslexic children in compulsory school.

2017 - Perception of specific learning disorders in parents and teachers. A socio-cultural perspective [Articolo su rivista]
Gennaro, Alessandro; Scorza, Maristella; Benassi, Erika; Stella, Giacomo; Salvatore, Sergio
abstract

Mainstream perspectives about Specific Learning Disorders (SLD) range between the rehabilitative and psychological understanding of SLD. Few studies have been developed to detect SLD perception in school participants in reference to a cultural standpoint. Adopting a social constructivist perspective, which is part of a cultural framework, the present work aims at detecting the cultural models influencing the perception of SLD in a sample of parents and teachers. A multiple choice survey was administered to primary school parents (n = 1095) and teachers (n = 110), and a subsequent multidimensional analysis procedure - consisting of both Multiple Correspondence and Cluster Analysis - allowed the collection of cluster profiles describing SLD knowledge among the sample. Finally, a Chi-Square analysis investigated the significant differences in SLD perception among parents and teachers, taking into account their experience of SLD. The results offer a breakthrough in the study of SLD perception among school participants and stimulate reflection at both a theoretical and intervention level.

2017 - Set-shifting in bambini normolettori e con dislessia: una prova di fluenza verbale alternata. [Poster]
Benassi, E.; Boni, C. D.; Scorza, M.
abstract

2017 - Studio dell’incidenza della dislessia nelle scuole elementari e medie in Emilia Romagna e Lombardia [Articolo su rivista]
Morlini, Isabella; Scorza, Maristella
abstract

Lo studio presenta i risultati ottenuti utilizzando un nuovo indicatore composito fuzzy per la disgnosi della dislessia nelle scuole elementari e medie italiane. I dati raccolti mostrano l’utilità dell’utilizzo del nuovo indicatore composito. L’indice dà la possibilità di utilizzare congiuntamente tutti gli aspetti legati all’abilità di lettura (sia la velocita, misurata in tempo di lettura, sia l’accuratezza, misurata in numero di errori). Inoltre, la natura fuzzy dell’indice permette di avere una classificazione sfocata che considera i diversi livelli di gravità della dislessia ed anche i diversi livelli di abilità nella lettura e non segue la suddivisione rigida fra “patologia presente” e “patologia assente”.

2016 - The evolution of the reading profile in children with developmental dyslexia in a regular ortographies [Articolo su rivista]
Zonno, Maria Giuseppa Pia; Scorza, Maristella; Morlini, Isabella; Stella, Giacomo
abstract

Several researchers have demonstrated that dyslexia develops differently in shallow orthographies in terms of accuracy and speed. In fact, slow reading speed persists and accuracy improves. The aim of this study is to investigate the evolution of the specific reading disorder over the years of compulsory education, from primary to upper secondary school. Furthermore, it has the aim to verify if there are different evolutionary trajectories of reading skills in relation to the severity of the disorder. The study was carried out on 71 Italian dyslexic children, according to the diagnostic criteria established by the diagnostic manual ICD – 10 and the Consensus Conference. Two groups were selected: children who met criteria for mild dyslexia (mild dyslexics, with n=36) and a comparison group of moderate-severe dyslexics (n=35). All participants were tested at least twice in two different school grades. Comparisons were made on the average performances in each school grade. The results reveal similar patterns of growth over time in reading ability, with the mild dyslexics group outperforming the moderate-severe dyslexics group. The performance trajectory for the moderate-severe dyslexics shows some plateaus and a decrease in performances in the last year analyzed (1st upper secondary school) while the trajectory for the mild dyslexics always show increases in performances. All subjects show a steady increase in word and text reading speed and a slower improvement in pseudo-word decoding.

2015 - Assessing decoding ability: the role of speed and accuracy and a new composite indicator to measure decoding skill in elementary grades [Articolo su rivista]
Morlini, Isabella; Stella, Giacomo; Scorza, Maristella
abstract

Tools for assessing decoding skill in students attending elementary grades are of fundamental importance for guaranteeing an early identification of reading disabled students and reducing both the primary negative effects (on learning) and the secondary negative effects (on the development of the personality) of this disability. This article presents results obtained by administering existing standardized tests of reading and a new screening procedure to about 1,500 students in the elementary grades in Italy. It is found that variables measuring speed and accuracy in all administered reading tests are not Gaussian, and therefore the threshold values used for classifying a student as a normal decoder or as an impaired decoder must be estimated on the basis of the empirical distribution of these variables rather than by using the percentiles of the normal distribution. It is also found that the decoding speed and the decoding accuracy can be measured in either a 1-minute procedure or in much longer standardized tests. The screening procedure and the tests administered are found to be equivalent insofar as they carry the same information. Finally, it is found that speed and accuracy act as complementary effects in the measurement of decoding ability. On the basis of this last finding, the study introduces a new composite indicator aimed at determining the student's performance, which combines speed and accuracy in the measurement of decoding ability.

2015 - Decoding automaticity in reading process and practice. How much influence does summer vacation have on children’s reading abilities in primary school? [Articolo su rivista]
Scorza, Maristella; Boni, Claudia Daria; Zanzurino, Giuseppe G. F.; Scortichini, Francesca; Morlini, Isabella; Stella, Giacomo
abstract

This research intends to investigate the impact of reading practice on children’s read-aloud abilities during the learning phase. In order to assess the importance of reading practice, the researchers have examined the possible adverse consequences arising from the substantial reduction in exercise during the summer vacation. According to the model adopted, groups of children from grade first to fifth in primary school have been given three different standardized tests (lists of words, pseudo-words and a text), in three distinct times of the year (end of school, beginning of school and two months after that). The available literature on the subject demonstrates that summer vacation can have a detrimental impact on maths computation and orthography whereas the results relating to reading abilities seem to be considerably disparate. The outcomes of this research prove that speed and accuracy parameters are affected differently by both the decrease and the increase in reading practice. All assessed classes have shown a regular increase in reading speed, and the suspension of the learning practice does not seem to have influenced the performance significantly. This improvement in reading speed apparently comes with an increase in the percentage of mistakes made after summer vacation, especially in the first classes. Therefore, the comparison of the provided results might suggest the existence of independent mechanisms lying behind the development and automaticity of the two examined factors.

2015 - Letter chain e word chain. Un nuovo strumento di screening per l’identificazione dei bambini con difficoltà di lettura [Articolo su rivista]
Scorza, Maristella; Boni, Claudia Daria; Scortichini, Francesca; Morlini, Isabella; Stella, Giacomo
abstract

Lo strumento ideato da Jacobson (1995), con l’obiettivo di identificare precocemente le difficoltà di lettura all’interno della popolazione svedese, è stato adattato per la lingua italiana. Si tratta di due prove a somministrazione collettiva: una di lettura di lettere (letter chain) e l’altra di lettura di parole (word chain). Al fine di verificare la validità e l’attendibilità del test, sono state proposte a tutto il campione le prove di lettura di parole e non parole tratte dalla DDE-2 (Sartori et al., 1995; 2007) e la lettura di un brano tratto dalla batteria MT (Cornoldi e Colpo, 1995; 1998). I risultati mostrano come, nella prima fase di apprendimento della lettura, i bambini (in particolare quelli di classe prima) individuino più facilmente le lettere (avvalendosi di una strategia di tipo visivo), per poi passare nelle fasi più avanzate della scolarizzazione, e cioè a partire dalla classe terza quando ormai il processo di acquisizione della lettura risulta automatizzato nella maggior parte dei bambini, a una strategia più di tipo lessicale.

2015 - Nuove acquisizioni sui meccanismi dell’apprendimento [Capitolo/Saggio]
Stella, Giacomo; Scorza, Maristella; Boni, CLAUDIA DARIA; Scortichini, Francesca
abstract

Nonostante gli ostacoli che gli studenti dislessici incontrano durante il proprio percorso scolastico, ostacoli tanto maggiori quanto più tardiva è la diagnosi, la loro presenza nelle università è in continuo aumento. Ciò costituisce senz’altro un segnale positivo, perché è un ulteriore passo in avanti verso la piena realizzazione dei talenti di questi ragazzi, ma c’è ancora molta strada da fare. In questa prospettiva, Giovani adulti con DSA approfondisce alcune aree tematiche particolarmente rilevanti, illustrando le principali indicazioni normative ministeriali e regionali e l’iter diagnostico nei giovani adulti, descrivendo gli aspetti psicologici coinvolti e gli strumenti didattici più idonei ed efficaci per i DSA. Adottando una visione multidimensionale delle problematiche coinvolte, l’opera fornisce una base di conoscenze e di riferimenti pratici per gli operatori del settore — psicologi, medici, insegnanti, pedagogisti, educatori — e per le persone adulte con DSA, i loro familiari e amici.

2015 - The European battery for reading assessment: Interlingual comparative study of reading abilities [Articolo su rivista]
Scortichini, Francesca; Gasperini, Chiara; Scorza, Maristella; Boni, Claudia Daria; Stella, Giacomo
abstract

School and health operators have to deal more and more with bilingual children with learning disorders. The European Battery for Reading Assessment project aims to adapt the IReST battery to design a standardised assessment suitable for measuring a child’s reading performances during his/her developmental age. This tool could be used with bilingual and multilingual children, for both clinical and educational purposes. We tested the battery on 370 Italian children attending the second cycle of primary school and the lower secondary school. The tool for this analysis has to maintain the linguistic complexity of each language and we have decided to use the International Reading Speed Test. The texts are equivalent in all languages (17 idioms). In the same time, all the subjects of our sample were evaluated using a list of single words and a list of pseudo-words to read aloud and a reading test. The results seem to confirm that the battery can also be employed in the evolutionary developmental field. © 2015, Giunti O.S. Organizzazioni Speciali. All rights reserved.

2014 - A new procedure to measure children's reading speed and accuracy in Italian [Articolo su rivista]
Morlini, Isabella; Stella, Giacomo; Scorza, Maristella
abstract

Impaired readers in primary school should be early recognized, in order to asses a targeted intervention within the school and to start a teaching that respects the difficulties in learning to read, to write and to perform calculations. Screening procedures inside the primary schools aimed at detecting children with difficulties in reading, are of fundamental importance for guaranteeing an early identification of dyslexic children and reducing both the primary negative effects - on learning - and the secondary negative effects - on the development of the personality - of this disturbance. In this study we propose a new screening procedure measuring reading speed and accuracy. This procedure is very fast (it is exactly one minute long), simple, cheap and can be provided by teachers without technical knowledge. On the contrary, most of the currently used diagnostic tests, are about 10 minutes long and must be provided by experts. These two major flaws prevent the widespread use of these tests. On the basis of the results obtained in a survey on about 1500 students attending primary school in Italy, we investigate the relationships between variables used in the screening procedure and variables measuring speed and accuracy in the currently used diagnostic tests in Italy. Then, we analyze the validity of the screening procedure from a statistical point of view and with an explorative factor analysis we show that reading speed and accuracy seem to be two separate symptoms of the dyslexia phenomenon.

2014 - An analysis of perception through the narrative of the self in students of primary school with dyslexia [Abstract in Atti di Convegno]
Fulgeri, Gian Marco; Scortichini, Francesca; Scorza, Maristella; Stella, Giacomo
abstract

This research focuses on the mechanisms of Self-construction through the narrative creation of Self. The purpose is to evaluate the perception of reality and the elaboration of self in people with dyslexia. In fact, the functional difficulties of reading and writing due to Specific developmental disorders of scholastic skills may generate two main “steps” of re-elaboration of personal Identity: pre- and post-diagnosis. The diagnosis creates a “turning point” in the elaboration of their own identity and a redefinition of difficulties. However, these processes do not always lead to a proper individual or social adaptation. Within the investigation we have been used several tests for the evaluation of personality traits and emotional and affective aspects (in press). It was also used as a main instrument the narrative of the self and from an “open-interview” we developed a multiple choice questionnaire for the analysis of different aspects of personal identity (Fulgeri, 2012) During the analysys it appears that the perception seems to be regulated by three main aspects: 1) Understanding: regarding the meaning attributed to the object; 2) Acceptance: concerning the adaptation with the object to one’s personality, or its cohabitation; 3) Psychological Compensation: inherent in the structure that the object has is in the subject’s life. This aspect is also inherent in the processing of the personal future and the sense of self-efficacy. This analysis can be used for any object of our perception, both external and internal. Therefore, the primary aim of this research was aimed at investigating the perception that each person with dyslexia has about its own difficulties in reading and writing. In addition to functional deficits there are several other factors - both internal and external – which help to create a perception of reading and writing difficulties which do not always coincide with their objective difficulties detected by neuropsychological assessment. This perception is also important for the definition of compensatory measures in school, the sense of self-efficacy and self-definition in social, family and school context. Another aspect was to investigate which elements of uneasiness could be an obstacle to a correct processing of personal identity and appropriate social inclusion in subjects with dyslexia.

2014 - Il bambino bilingue con difficoltà di apprendimento della letto-scrittura: è sempre corretto parlare di DSA? [Capitolo/Saggio]
Scortichini, Francesca; Stella, Giacomo; Fulgeri, Gian Marco; Zanzurino, Giuseppe; Scorza, Maristella
abstract

I Disturbi Specifici dell’Apprendimento sono da tempo oggetto di studio in ambito sia clinico che di ricerca; tuttavia, nonostante abbiano trovato una precisa collocazione negli schemi di classificazione ICF, permane una forte disomogeneità, nei vari contesti nazionali, circa l’approccio specifico all’analisi, alla diagnosi e al trattamento. Il volume intende a questo scopo promuovere un dialogo interdisciplinare, che accanto ai contributi della neuropsichiatria, della neuropsicologia, della psicologia e della logopedia tenga conto anche dell’apporto, fondamentale, delle scienze del linguaggio. Dalla definizione del quadro normativo ai rapporti tra lingua orale e lingua scritta, dalle difficoltà di diagnosi nei contesti bilingui a variegate proposte operative e didattiche da attuare in classe per potenziare l’apprendimento delle lingue e le abilità di lettura, Dislessia e apprendimento delle lingue offre a insegnanti, alunni e genitori spunti e strumenti per comprendere meglio la dislessia, ai fini della diagnosi e degli interventi educativi che i DSA richiedono.

2014 - Some experimental results on the role of speed and accuracy of reading in psychometric tests. [Capitolo/Saggio]
Morlini, Isabella; Stella, Giacomo; Scorza, Maristella
abstract

According to the Italian Parliament act (n. 170/2010) that recognizesdyslexia as a physical disturbance, of neurobiological origin, dyslexic children in primary school should be early recognized, in order to asses a targeted intervention within the school and to start a teaching that respects the difficulties in learning to read, to write and to perform calculations. Screening procedures inside the primaryschools aimed at detecting children with difficulties in reading, are not so common in Italy as in other European countries. Nevertheless, screening procedures are of fundamental importance for guaranteeing an early detection of dyslexic children and reducing both the primary negative effects - on learning - and the secondary negative effects - on the development of the personality - of this disturbance. In thisstudy we analyze the validity, from a statistical point of view, of a screening procedure recently proposed in the psychometric literature (Stella et al., 2011). This procedure is very fast (it is exactly one minute long), simple, cheap and can be dispensed by teachers without psychometric experience. On the contrary, the currentlyused tests are much longer and must be provided by skilled teachers. These two major flaw prevent the widespread use of these tests. If the new procedure is found to be reliable, it can be provided to each student in primary school and it can also be repeated in time, in order to monitor the children difficulties. The validity of the procedure and the benchmark with two currently used tests are studied on the thebasis of the results of a survey on about 1500 students attending primary school.

2014 - Una valutazione europea per la dislessia. Tra desideri e necessità [Capitolo/Saggio]
Fulgeri, Gian Marco; Stella, Giacomo; Ghidoni, Enrico; Scortichini, Francesca; Scorza, Maristella
abstract

2013 - Dallo screening alla riabilitazione dei disturbi specifici dell'apprendimento: una prospettiva di integrazione di studi neuropsicologici e comportamentali. [Abstract in Atti di Convegno]
Scortichini, Francesca; Scorza, Maristella; Stella, Giacomo
abstract

L'incidenza dei disturbi specifici dell'apprendimento (DSA) in età evolutiva è stimata essere compresa tra il 2,5 e il 3,5 % (Consensus Conference, 2010), mentre quella delle più generiche difficoltà di apprendimento (di natura ambientale e non endogena) sono stimate da Cornoldi (1999) intorno al 20% della popolazione scolastica. Numerosi studi hanno analizzato l'efficacia delle tecnologie didattiche basate sulla fluenza (Binder, 1996; Johnson e Layng, 1992; Kubina e Morris, 2000), sottolineandone inoltre le ripercussioni positive a livello delle competenze apprese, espresse attraverso l'acronimo REAPS (retention, endurance, application performance standards) ovvero: il mantenimento nel tempo degli apprendimenti, la capacità di applicare tali competenze per periodi di tempo prolungati e la maggiore facilità di acquisizione di nuove competenze sovraordinate. Le metodologie afferenti a questo filone si caratterizzano per la scomposizione di compiti complessi in sotto-unità corrispondenti alle abilità prerequisite, hanno come obiettivo comune il raggiungimento della fluenza (ovvero di accuratezza associata a velocità di esecuzione) e misurano le prestazioni riportandole su grafici che rappresentano gli apprendimenti al fine di poter prendere decisioni educative basate sui dati (Hughes, Beverly, Whitehead, 2007). Viene inizialmente presentato un protocollo di screening delle difficoltà di lettura, seguito da 3 interventi volti a mostrare l'applicazione della didattica basata sulla fluenza alle abilità strumentali di lettura e scrittura; il successivo lavoro offre invece spunti rispetto all'applicazione del metodo ad abilità più complesse quali lo svolgimento dei compiti.

2013 - Gestire gli studenti con DSA in classe uso delle mani e della linea dei numeri nel progetto PerContare. [Poster]
Baccaglini Frank, Anna; Scorza, Maristella
abstract

Il progetto PerContare ha come uno degli obiettivi principali quello di costruire e mettere a disposizione di insegnanti e scuole materiali e strumenti didattici per offrire a tutti i bambini strumenti cognitivi appropriati per un adeguato sviluppo delle competenze numeriche fin dall’inizio della scuola elementare. Con riferimento al contributo (BACCAGLINI-FRANK & ROBUTTI, 2013) in questa presentazione viene analizzata letteratura dall’ambito della didattica della matematica e delle neuroscienze che aiuta a capire in qual modi e perché due strumenti, le mani e le dita e la linea dei numeri, possano essere particolarmente efficaci per una ‘buona didattica’

2013 - La conoscenza delle tabelline [Capitolo/Saggio]
Scorza, Maristella; Zanzurino, Giuseppe; Scortichini, Francesca; Stella, Giacomo
abstract

Indagini recenti indicano come oggi in Italia sia crescente il numero degli studenti di ogni ordine e grado scolastico che incontrano problemi nell’apprendimento del sistema dei numeri, manifestando difficoltà relative a: riconoscimento e denominazione dei simboli numerici, scrittura dei numeri, associazione del simbolo numerico alla quantità corrispondente, numerazione in ordine crescente e decrescente, risoluzione di situazioni problematiche, sintomatiche della discalculia. Il volume raccoglie i contributi dei maggiori esperti in tale ambito, partendo da una precisa definizione del disturbo per poi soffermarsi in particolare sulla sua ricaduta nei soggetti adulti. Lo scopo del libro è infatti aiutare gli insegnanti, gli educatori, i professionisti e i familiari ad acquisire una migliore conoscenza della discalculia, offrendo una serie di suggerimenti e indicazioni che consentano a chi ne è affetto di migliorare la propria performance. Attraverso una didattica attenta ai bisogni educativi degli alunni discalculici è, infatti, possibile compiere progressi e raggiungere livelli soddisfacenti di competenza numerica e di calcolo sino ai più elevati gradi di istruzione.

2012 - Attività di potenziamento della letto-scrittura di tipo lessicale nei bambini con Disturbo Specifico dell'Apprendimento [Capitolo/Saggio]
Scortichini, Francesca; Stella, Giacomo; Scorza, Maristella; Zanzurino, Giuseppe
abstract

Una società a misura di apprendimento richiede che formazione e educazione sappiano generare capitale umano e sociale, nella consapevolezza che i contesti e i modi di vita e di relazione sono tramite di ben-essere o di mal-essere, durante l'intero percorso della vita, nelle differenti fasi lavorative e personali. Apprendimento e comunicazione educativa richiedono la continua ricerca e messa a punto di nuovi contesti e metodologie, ambienti e strumenti per l'educazione affinché tutti, "non uno di meno" siano coinvolti nel processo di educazione e formazione. Il volume, che raccoglie larga parte degli interventi presentati all'omonimo convegno internazionale, affronta tale tematica da diverse prospettive disciplinari avvalendosi, tra gli altri, dei contributi di Franco Frabboni, Aureliana Alberici, Wilhelm Filla, Paolo Di Rienzo, Andrea Waxenegger, Paolo Somigli. Il testo si propone come strumento di approfondimento e discussione ad esperti del settore e a chi voglia conoscere e riflettere sulle potenzialità di una formazione per tutta la vita.

2012 - Il TRPS: nuovi indici psicometrici e predittività dello strumento per lo screening precoce di lettura [Articolo su rivista]
G., Zanzurino; Stella, Giacomo; Morlini, Isabella; Scorza, Maristella; Scortichini, Francesca
abstract

All'ingresso della scuola primaria i bambini presentano un'elevata eterogeneità nello sviluppo, dovuta a differenti livelli di maturazione cognitiva e linguistica. Tale variabilità rende molto difficile differenziare un disturbo di apprendimento da un semplice ritardo di maturazion. Nella ricerca vengono presentati una nuova standardizzazione e nuovi indici psicometrici del test TRPS per il rilevamento di difficoltà di lettura nelle classi prima e seconda della scuola primaria. I risultati, pur confermando alcuni limiti dello strumento TRPS, ne rilevano le potenzialità predittive, soprattutto nelle prime fasi d'acquisizione e nelle condizioni particolarmente severe del disturbo di lettura.

2012 - La diagnosi di Dislessia e Disortografia Evolutiva nei bambini bilingui (L2). Evidenze sul ruolo del lessico [Articolo su rivista]
F. G., Giuseppe Zanzurino; Francesca, Scortichini; Stella, Giacomo; Morlini, Isabella; Scorza, Maristella
abstract

La ricerca presentata pone dei quesiti in merito agli strumenti e ai criteri diagnostici utilizzati per la diagnosi di DSA nei bambini bilingui, riflettendo sulle modalità più utili per discernere le questioni educative (ad esempio, presenza di bambini con una limitata conoscenza della lingua italiana) da quelle di effettivo disturbo, per non correre il rischio di applicare etichette neuropatologiche a situazioni che, invece, patologiche non sono. I risultati della ricerca evidenziano che i bambini bilingui possono essere penalizzati se vengono valutati attraverso prove di tipo lessicale tarate su un campione italiano ma, nello stesso tempo, sembrano offrire anche una via alternativa per far diminuire il rischio di diagnosticare falsi positivi.

2012 - La diagnosi di dislessia e disortografia evolutiva nei bambini bilingui (L2) [Articolo su rivista]
F., Scortichini; Stella, Giacomo; Morlini, Isabella; G., Zanzurino; Scorza, Maristella
abstract

La ricerca presentata pone dei quesiti in merito agli strumenti e ai criteri diagnostici utilizzati per la diagnosi di DSA nei bambini bilingui, riflettendo sulle modalità più utili per discernere le questioni educative da quelle di effettivo disturbo, per non correre il rischio di applicare etichette neuropatologiche a situazioni che, invece, patologiche non sono. I risultati della ricerca evidenziano che i bambini bilingui possono essere penalizzati se vengono valutati attraverso prove di tipo lessicale tarate su un campione italiano.

2012 - SPILLO: un nuovo strumento per l’identificazione della lentezza nella lettura orale [Articolo su rivista]
Scorza, Maristella; Stella, Giacomo; Morlini, Isabella
abstract

The act of Parliament n. 170 (approved the 8th October 2010), on «the newstatutory law for learning disorders affecting the scholastic population» states thatdyslexia is a neurobiologically based dysfunction, which makes learning to read, to write and to perform calculations for intelligent children who do not have any othertypes of disorder, very difficult. According to this act, those who teach a dyslexicchild in school should respect the pace and the learning styles of the individual andshould include a system of assessment that takes into account the different skillareas of student. The early detection of children in primary school becomes of fundamentalimportance. Procedures for recognizing dyslexic children are based on readingperformance. In this paper a new screening is presented. Its new features are thetime saving (it is exactly one minute long), cheap and very easy to implement.If this screening procedure is found to be reliable, it can be provided to allstudents by the teachers, since it does not require skilled people. The new test wasadministred to 1500 primary school students to obtain standard measures. Reliabilityof the new screening task was tested matching results with performances of thesame subjects on two standardized reading test. This study allows us to define thethreshold values in the variables used in the new screening procedure and to discussthevalidity of the threshold values currently used in the variables of the benchmarktests.

2011 - Indagine conoscitiva di studenti dislessici in ambito universitario [Capitolo/Saggio]
Genovese, Elisabetta; Montanaro, Alice; Angelini, Damiano; Scorza, Maristella; Cacciari, Cristina; Vallarino, MARIA VITTORIA
abstract

2011 - SPILLO Strumento per l'identificazione della lentezza nella lettura orale [Software]
Stella, Giacomo; Scorza, Maristella; Morlini, Isabella
abstract

SPILLO è un software che consente di verificare in 1 minuto le abilità di lettura dei bambini della scuola primaria (dalla prima alla quinta) tramite una procedura informatizzata che restituiisce immediatamente i risultati

2010 - La dislessia evolutiva lungo l’arco della scolarità obbligatoria [Capitolo/Saggio]
Stella, Giacomo; E., Savelli; Scorza, Maristella; Morlini, Isabella
abstract

La nostra ricerca vuole aggiornare i risultati ottenuti nel precedente studio (Stella & Cerruti Biondino 2002).Le conclusioni presentate in quel lavoro sulla base dei dati raccolti possono essere così riassunte:• L’evoluzione della lettura nei dislessici italiani nel corso dei 7 anni che intercorrono fra la 2a elementare e la 3a media inferiore risulta migliore per la variabile accuratezza rispetto alla velocità, che evolve molto più lentamente. • La velocità sembra essere la variabile prognostica più attendibile per prevedere la successiva evoluzione delle capacità di lettura.• Sulla base della velocità di decodifica è possibile attribuire un gradiente di severità e identificare due sottogruppi di dislessici che sono stati definiti lievi e severi. • La possibilità di discriminare fra lievi e severi sembra possibile a partire dalla 3a elementare, in quanto precedentemente la bassa variabilità dei valori non consente di discriminare fra lievi e severi.• L’attribuzione del sottotipo lieve-severo in 3a elementare rimane stabile nel corso degli anni fino alla 3a media inferiore, indipendentemente dagli interventi di rieducazione effettuati.• I valori della rapidità rilevati in 3a elementare sembrano costituire un indice di predittività in grado di stabilire con sufficiente affidabilità se un dislessico da adulto sarà un dislessico compensato o persistente.

Università degli studi di Modena e Reggio Emilia

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