La valutazione diagnostica della dislessia in contesto di L2

Abstract

The present paper discusses the state of the art in clinical assessment of dyslexia in multilingual children and some key-issues in the light of clinical, linguistic and intercultural research. The first paragraph provides an overview of current knowledge on dyslexia across languages and discusses how different orthographies influence the performance of typical and atypical readers. The second paragraph focuses on some theoretical and practical issues to consider when it comes to assessing dyslexia in the context of Italian as a second language. The third and fourth paragraphs show how current research in clinical linguistics and intercultural studies can provide interesting solutions for clinical assessment of dyslexia in multilingual children. Although research on this topic is not yet conclusive, there is evidence that a multidisciplinary approach including cross-linguistic and intercultural studies is necessary for language-and-culture-fair clinical assessment.

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children

“…It is worthy to note that in 2017/2018, approximately 2% of primary school students reported learning disorders, and it cannot be excluded that some of these students were first or second-generation immigrant children. To date, the diagnostic criteria for learning disorders in minority-language students, who are usually bilinguals, are not currently available in Italy, and often, reading skills are tested with tests standardized on the Italian-native population ( Gasperini, 2013 ; Celentin and Daloiso, 2017 ). Nevertheless, as widely studied in research ( Bialystok, 2006 , 2007 for reviews), bilingual students reported some specific cognitive features in terms of both advantages and disadvantages, leading to the need of evaluating these students with ad hoc instruments.…”

Lo Sviluppo Professionale Dell’educatore Linguistico Inclusivo Attraverso L’osservazione E L’auto-Osservazione: Uno Strumento a Portata Di Sguardo

“…Nonostante le precise indicazioni ministeriali relative alla necessità di raccogliere in modo sistematico informazioni sullo sviluppo di conoscenze, abilità e maturazione del senso di sé fin dai Programmi Ministeriali della Scuola Elementare del 1985, la pratica dell'osservazione (sia auto che etero) è poco utilizzata nella scuola italiana (Celentin in Daloiso, Gruppo di Ricerca ELIcom, 2023: 129). Analogamente la RA non è molto diffusa, pur essendo indicata come metodo privilegiato nello sviluppo di progetti per l'inclusione perché consente l'analisi del contesto e la messa in atto di piani d'azione utilizzabili nelle classi ove sono presenti studenti con bisogni educativi speciali (Celentin, Daloiso, 2018;Celentin, Daloiso, Isotton, 2014).…”