Download 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.
After an overview of the characteristics of writing systems, with reference to the Italian language, the paper explores the main evolutionary theoretical models that describe the development of writing skills.
The book then proceeds to distinguish between writing difficulties and learning disabilities (LD), exploring the manifestations, causes, and consequences of dysorthographia and dysgraphia in the school and educational settings. A substantial section is dedicated to the diagnostic procedure and regulatory framework for LD, with a detailed analysis of Law 170/2010, the 2011 Ministerial Guidelines, and implementation tools, such as the Personalized Learning Plan (Piano Didattico Personalizzato), dispensatory and compensatory measures, and teaching evaluation criteria.
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.
The thesis is divided into six chapters: from the theoretical and linguistic foundations of different writing systems to the description of acquisition models, from a clinical-diagnostic analysis of the disorders to teaching strategies and the regulatory evolution that has led to the recognition and protection of students with specific writing disabilities.