Download 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.
However, in some cases, language development may follow an atypical path, characterized by disorders or delays that, if not diagnosed and treated early, can have significant repercussions on future school learning.
Numerous studies have highlighted how language disorders are not limited to communication but can interfere with essential cognitive functions such as verbal memory, attention, information processing, and text comprehension. These difficulties negatively impact the acquisition of key skills such as reading, writing, and arithmetic, increasing the risk of developing specific learning disabilities.
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.
Educational and therapeutic intervention strategies will also be explored, with particular attention to the importance of early diagnosis and multidisciplinary support, in order to promote effective learning and foster the school inclusion of at-risk children.