Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale.

Holopainen, Leena; Kofler, Doris; Koch, Arno; Hakkarainen, Airi; Bauer, Kristin; Taverna, Lívia

doi:10.7358/ecps-2020-021-holo

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…Transcription skills (handwriting and spelling) have been found to contribute significantly to compositional fluency (rate of composing) for primary and secondary school children, as well as for junior high students [10]. Furthermore, poorly written letters predict academic performances in reading, phonics, language and math for kindergarten children and first graders [11,12]. Moreover, far-reaching negative effects related to frustration with the writing process may result in low motivation to learn, scarce self-efficacy and avoidance of writing tasks [13].…”

Section: Handwriting and Academic Successmentioning

confidence: 99%

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Taverna

Tremolada

Dozza

et al. 2020

IJERPH

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This study examined the effectiveness of a 10-wk intervention program based on occupational therapy principles on visual-motor integration skills and fine motor abilities in kindergartners and first graders. We recruited 55 students tested three times with the Visual-Motor Integration Test (VMI) and Movement Assessment Battery for Children-2 (MABC-2): before the intervention (T1), post-intervention (T2) and one month later (T3). Research findings: Significant improvements were found on VMI between T1 and T2, particularly for kindergartners. Neither group of children demonstrated changes on manual dexterity scores. The present study showed that the intervention program led to different changes in the at-risk of motor impairment group than in the not at-risk children. Results indicated that games and stimulation activities helped children below the 16th percentile over time in the manual dexterity domain. A gender effect was observed, with female children increasing their abilities over time more than male peers. Future research should concentrate on stimulating fine motor skills in hand manipulation and test how these abilities influence graphomotor skills and handwriting over time. Finally, more research is needed to determine the impact of activities and games carried out in educational settings.

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Section: Handwriting and Academic Successmentioning

confidence: 99%

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Taverna

Tremolada

Dozza

et al. 2020

IJERPH

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“…Considering phonological abilities, a recent study demonstrated that phonological awareness is a strong predictor for word reading in Italian language (Holopainen et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Preliminary Validation of the CI-FRA Checklist: A Simple Screening Tool for Measuring the Early Signs of Reading and Spelling Disorders in Italian Primary Students

et al. 2020

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Although several screening tests for recognizing early signs of reading and spelling difficulties have been developed, brief and methodologically grounded tools for teachers are very limited. The present study aimed to lay the foundation for a new screening tool for teachers: the Checklist for early Indicators of risk Factors in Reading Ability (CI-FRA). The proposed checklist consists of 20 items, based on a 7-point Likert scale, and it investigates five domains: reading, writing, attention, and motor skills. Six hundred sixtyseven children were evaluated by 40 teachers during the first year of primary school and, longitudinally, in the second year. Exploratory factor analysis and confirmatory factor analysis (CFA) were applied to verify structural validity. Concurrent validity was assessed by Spearman correlation to analyze the link between CI-FRA and reading and spelling standardized tests and cognitive tests. Reliability was assessed by Cronbach α and interclass correlation coefficient. The CFA reported a three-factor structure as the optimal solution, including language (reading and writing), visuospatial attention, and fine motor skills subscales. Good reliability, good internal consistency, and acceptable testretest indices were found. Concurrent validity was confirmed by significant correlations between CI-FRA total score and standardized reading and spelling test, as well as by correlations between CI-FRA subscales and neuropsychological standardized test scores. Preliminary evaluation of sensitivity by receiver operating characteristic curves showed that the CI-FRA score has particularly high sensitivity and specificity for word reading speed deficit. In conclusion, the results confirm that CI-FRA is a theoretically grounded and statistically valid tool that could help the teachers to screen for early signs of reading and spelling difficulties.

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Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale.

Abstract: Gaetano DomeniciEditoriale / Editorial Politica, Scienze dell'uomo e della natura, Tecnologia: una nuova alleanza per la rinascita durante e dopo il coronavirus

Cited by 2 publications

References 19 publications

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

Preliminary Validation of the CI-FRA Checklist: A Simple Screening Tool for Measuring the Early Signs of Reading and Spelling Disorders in Italian Primary Students

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