Parla-Dino: A dynamic assessment of phonological programming in second- and third-grade children.

Subject

In light of the interesting results of the study on the dynamic phonological programming test conducted in the first grade of primary school (Stefanelli et al., submitted on June 27, 2025), and given the lack of specific tools in Italy for the dynamic assessment of phonological skills in this age group, the project aims to extend the research to boys and girls in the second and third grades. International literature highlights that approximately 40–50% of children with a history of language disorders exhibit persistent difficulties in the early years of primary school, with repercussions on spelling skills. Recent studies emphasize the importance of dynamic tools capable of assessing not only performance but also the child's cognitive and linguistic modifiability, with the aim of early identification of phonological difficulties that, during school age, may be more pronounced.
They represent a significant risk factor for learning to read and write. Continuing with the previous pilot project, Dynamic Phonological Programming, this study therefore aims to explore phonological skills in second- and third-grade children, analyzing their relationship with written learning.

Learning outcomes

• Experiment with the Parla-Dino dynamic phonological programming test in second and third grade.
• Analyze the relationships between phonological skills, verbal working memory, and writing skills.
• Identify early risk indicators for spelling and learning difficulties.

Exclusive

The study involves the collective and individual administration of standardized tests to second and third grade children.
The protocol includes:
• Dynamic test of phonological programming Parla- Dino (Stefanelli et al., submitted 06/27/2025);
• Phonological programming (Cossu);
• Verbal Working Memory Test (VAUMeLF);
• Collective word dictation (Stefanelli et al., submitted October 2025);
• Other cognitive tests;
• Socio-demographic questionnaire.

recipients
Typically developing second- and third-grade children and children with learning, language, learning disabilities, or learning disabilities. Data collection is planned for 2026 and 2027, with subsequent linguistic analysis.
Total expected duration: 18 months.

Status of works

The project, included in the 2025-2026 annual research plan, approved by the Department Council in session no. 7/2025 of December 5, 2025, is currently in the data collection phase.