Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills
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| Title: | Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills |
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| Language: | English |
| Authors: | Angela Pasqualotto (ORCID |
| Source: | Learning Disabilities Research & Practice. 2025 40(1):17-30. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Foreign Countries, Emergent Literacy, Reading Difficulties, Spelling, Predictor Variables, Grade 1, Elementary School Students, Cognitive Ability, Phonological Awareness, Naming, Cognitive Processes, Attention Control, Reading Skills, Writing Skills, Language Skills, At Risk Students |
| Geographic Terms: | Italy |
| Assessment and Survey Identifiers: | Raven Progressive Matrices, Beery Developmental Test of Visual Motor Integration |
| DOI: | 10.1177/09388982241292304 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of processing, and attentional control all played a role in predicting reading and writing abilities. These findings support the importance of considering not just domain-specific language skills, but also domain-general cognitive skills when identifying children at risk of difficulties in reading and writing. The study supports the adoption of a multifactorial-probabilistic model to accurately diagnose specific learning disorders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469636 |
| Database: | ERIC |
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