Publications

This thesis analyzes Specific Learning Disorders (SLD) within an integrated theoretical framework that considers the interaction between biological and environmental factors in determining individual functioning profiles. Moving beyond a purely deficit-based perspective, SLD is interpreted as the expression of dynamic processes, influenced by contextual variables and flexible, modifiable developmental mechanisms.

This thesis analyses the Specific Learning Disorders (SLD), with particular reference to the developmental dyslexia, a neurodevelopmental disorder characterized by persistent difficulties in reading accuracy and speed, in the presence of adequate intellectual functioning and suitable educational opportunities.

Through the presentation of a clinical case, we illustrate how individualized care, shared with the family and school, can promote improvement in reading and writing skills, academic independence, and the child's overall well-being.

This study analyses the comparability between the Intelligence and Development Scales for Children and Adolescents (IDS-2) , Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) in the cognitive assessment of subjects with Specific Learning Disorders (SLD)Both tools are based on the theoretical framework of the model Cattell-Horn-Carroll (CHC).

This thesis work analyses the path of the students with Specific Learning Disorders (SLD), placing emphasis on the integration between the strengthening of neuropsychological skills and the management of the emotional-relational dimension.

Starting from a theoretical framework based on the neuroconstructivist approach, the paper delves into the cognitive mechanisms underlying reading and writing processes, highlighting how the multifactorial nature of SLD requires highly personalized interventions.

This work investigates the role of workingmemory in the understanding of complex morphosyntactic structures in developmental age, with particular reference to relative clauses. Morphosyntactic understanding represents a fundamental skill for linguistic development and for scholastic learning, and is frequently compromised in children with Primary Language Impairment (PLI)The literature highlights how this ability is closely connected to cognitive resources, particularly working memory, which is involved in maintaining and manipulating linguistic information during sentence processing.

This dissertation addresses the topic of Specific Learning Disabilities (SLD), focusing not only on the learning difficulties they entail but also on the emotional and identity-related repercussions for students. Dyslexia, dysorthography, dysgraphia, and dyscalculia can compromise the acquisition of fundamental academic skills, generating feelings of frustration, demotivation, and low self-esteem, especially when there are no adults capable of recognizing and supporting these difficulties.

The goal is to create a truly inclusive environment, capable of valuing diversity and promoting an educational culture that looks beyond challenges, accompanying and supporting each student on their journey.

This thesis aims to analyze writing as a multicomponent system, focusing on the process of written language acquisition and the main weaknesses and disorders associated with it, with particular attention to dysorthographia, dysgraphia, and difficulties in producing written text.

The aim is to provide a theoretical, clinical, and regulatory framework for writing disorders and difficulties, useful in the educational field for promoting inclusive teaching and appropriate re-educational interventions.

This paper is based on the presentation of a clinical case involving a girl attending the second grade of primary school, with a history of previous language difficulties. The first neuropsychological evaluation, carried out in March 2021 by Dr. Daniela Gallo, highlights the presence of a Expressive Language Disorder (F80.1) still active, with significant repercussions on learning to read and write, such as to configure a high risk of developing a Specific Learning Disorder in the field of reading and writing (Developmental Dyslexia F81.0 e Developmental Dysorthography F81.1).

The literature is increasingly emphasizing the relationship between Executive Functions (EF) and learning processes. Learning academic skills (reading, writing, and arithmetic) requires, especially in the early stages of acquisition, the intervention of EF, which, according to Diamond's model, involves updating, inhibition, flexibility, and more demanding skills. The literature shows that children with Specific Learning Disabilities (SLD) often also exhibit EF deficits.

The aim of this work was to conduct a literature search to analyze the different types of EF training in DSA, critically discussing their effectiveness.

I Specific Learning Disorders (SLD) They affect 5-15% of the global population (APA, 2013), with dyslexia being one of the most commonly diagnosed disorders (MIUR, 2024). They can have significant repercussions on school adjustment and psychological well-being, influencing not only performance but also the emotional health of individuals (Scorza et al., 2018a).

This thesis aims to contribute to the ongoing Italian validation process of the instrument. The results of the descriptive analyses and linear regressions were obtained by comparing two groups, consisting of a total of 13 children, with different levels of decoding ability.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder with multifactorial etiology, characterized by inattention, hyperactivity, and impulsivity. These symptoms tend to appear during childhood and can persist into adulthood. A growing body of evidence suggests a close relationship between ADHD and impairments in executive functions (EF), a set of cognitive processes that include inhibitory control, working memory, cognitive flexibility, problem solving, and planning.

The aim of this research is to provide the reader with an overview of some of the types of interventions currently attracting the interest of the scientific community, placing particular attention on studies that have highlighted significant improvements in certain executive functions.

In recent years, the attention paid to neurodevelopmental disorders has changed significantly.

The main objective of this thesis is to analyze a clinical case whose picture is complex due to the co-occurrence of Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD).

The aim of this paper is to analyse the relationship between Language Delay (LR), Primary Language Impairment (PLI) e Specific Learning Disorder (SLD).

The candidate conducted a bibliographic search through the main scientific literature databases, in order to identify articles relevant to the topic, selected on the basis of thematic relevance and publication date.

This thesis aims to explore the role of oral language skills in the development of written text comprehension in children with Specific Learning Disabilities (SLD). Starting from the analysis of the main theoretical models - in particular the Simple View of Reading (Gough & Tunmer, 1986), the Reading Rope Door Design (Scarborough, 2001; 2020) and the cognitive model of McNamara and Magliano (2009), the work delves into the linguistic, cognitive and metacognitive components involved in text comprehension, highlighting how different difficulties (phonological, syntactic, lexical or inferential) can hinder the processing of written meaning, even in the presence of adequate decoding.

Language is one of the fundamental skills for a child's cognitive, social, and academic development. In the early years of life, the ability to understand and express oneself verbally is a crucial tool for interacting with the environment and acquiring new knowledge.

This thesis aims to investigate the link between language disorders in preschool age and learning disorders in school age, through the analysis of the most recent scientific evidence in the psychopedagogical and neuropsychological fields.

Artificial intelligence (AI) is emerging as a transformative force, capable of revolutionizing teaching methodologies, personalizing learning, and offering innovative solutions to address student difficulties. This master's thesis aims to explore the role of AI as a compensatory tool for learning disabilities (LDs) and also to analyze the pedagogical implications of using AI in education.

This thesis initially provides a general description of **Specific Learning Disorders (SLD)**, regarding their etiology, characteristics, functional consequences, and comorbid conditions. It then provides an overview of the most recent recommendations on the principles to follow for the assessment and intervention of SLD. The final section describes Mia's clinical case, from the assessment phase to the proposed intervention.

This thesis analyzes the topic of learning to read in children with Down syndrome, and in particular the issue of phonological awareness, considered a fundamental prerequisite in typically developing subjects.

This work analyses the bilingualism in developmental age and its implications in the diagnosis of Specific Learning Disorders (SLD)In an increasingly multilingual society, the assessment of bilingual children requires particular attention to avoid false positives, due to linguistic difficulties related to the acquisition of the second language (L2), and false negatives, which can prevent the recognition of a real disorder.

La dyslexia Dyslexia is a neurodevelopmental disorder that significantly impacts reading skills, with repercussions that can extend well beyond school age. This paper aims to explore the topic of dyslexia in adulthood, with the goal of highlighting the cognitive, emotional, and social implications associated with the disorder in adulthood. The underlying hypothesis is that the difficulties experienced in the school context do not end with growth, but can persist, also affecting work and social experiences.

This paper explores the topic of Specific Learning Disorders (SLD) in the school and pedagogical context, with particular attention to educational inclusion and the use of technologies as compensatory tools.

This work is intended as an introductory and practical guide for teachers and educators, offering useful insights for addressing the complex but stimulating challenge of inclusive education.

Specific Learning Disabilities (SLD) are now a complex and widespread problem within the school environment and require close attention from teachers and educators working in schools, who are called upon to identify situations involving children in difficulty through appropriate tools and timely interventions.

This thesis focuses on a screening conducted at the Marcelline Institute in Lecce, the school where I teach mathematics.

The thesis explores intellectual disability with reference to a clinical case. Intellectual disability is a neurodevelopmental disorder that affects various adaptive functions, making independence and social interaction difficult. It is characterized by an intelligence quotient (IQ) typically less than or equal to 70, impaired adaptive and cognitive functioning, and the onset of these difficulties before age 18. Furthermore, it manifests itself with varying degrees of severity—mild, moderate, severe, and extreme—requiring differentiated support.

I Specific Learning Disorders (SLD) These are neurobiological conditions that impair the automatic acquisition of reading, writing, and arithmetic skills, even in the absence of cognitive or sensory deficits or inadequate educational opportunities. Early identification and the adoption of appropriate intervention strategies are essential to reduce the impact of the disorder and promote more effective and inclusive learning.

This thesis arises from the recommendations, particularly regarding the treatment of dyslexia and dysorthographia, emerging from the recent Guideline on Specific Learning Disorders (ISS, 2022) and from the growing use of technologies in educational and rehabilitation contexts.

This paper aims to investigate the effectiveness of technology-mediated treatment for dyslexia and dysorthographia. After an in-depth look at traditional treatments for dyslexia and dysorthographia, the focus shifts to the LENUOR Method, created by Dr. Alessandra Luci.

Le executive functions (EF) They represent a set of cognitive processes fundamental to the regulation of behavior, including working memory, cognitive flexibility, and the inhibition of automatic responses. These processes play a crucial role in learning and academic success, and their deficit is frequently associated with Specific Learning Disorders (SLD).

This paper examines the role of executive functions in DSA, the main theoretical models of reference and the empirical evidence relating to rehabilitation interventions.

Nonverbal learning disorder (NLD) is a condition frequently encountered by clinicians treating learning disabilities, although it is not included in any official classification. The symptomatic constellation of NLD and its presumed etiopathogenesis are described.

The present paper aims to analyze the role of genetic components in the onset of Specific Learning Disorders (SLD), which identify a heterogeneous category of difficulties emerging during developmental age and affecting basic learning in reading, writing, and arithmetic. They are defined as "specific" because they significantly and circumscribedly affect a particular skill domain, preserving general intellectual functioning. Furthermore, they represent the most common neurodevelopmental disorders, and the scientific literature agrees that their origin lies in the interaction between genetic and environmental factors.

The present work aims to describe the text comprehension disorder, referring to existing scientific literature.

It is known that adolescents with Specific Learning Disorder (SLD) are at greater risk of developing psychological difficulties than their typically developing (TS) peers. However, following the two-year pandemic Covid-19, studies aimed at analyzing psychological outcomes in this population are still limited.

This study has two objectives: the first is to investigate the emotional, social, and behavioral strengths and weaknesses of adolescents with learning disabilities; the second is to analyze the concordance between the responses provided by mothers, fathers, and children.