Download The present study aims to investigate the effectiveness of the dynamic assessment of phonological programming skills in primary school children with Primary Language Impairment (PPL), through the use of the Parla-Dino instrument.
In speech therapy, assessing phonological skills plays a central role in defining a language profile and planning rehabilitation interventions. However, static assessment tools are often limited in identifying performance variability and a child's learning potential. In contrast, a dynamic approach allows for analyzing not only the current level of performance, but also the modifiability of language skills by observing responsiveness to mediated interventions.
The research was conducted on a sample of four subjects (three females and one male), aged between 76 and 81 months, diagnosed with expressive language disorder, attending the first grade of primary school. The assessment protocol included writing tests (letters and two-syllabic words), aimed at analyzing phoneme-grapheme conversion processes, and the administration of the Parla-Dino and Cossu tests, tools for assessing phonological programming.
The results highlight how the dynamic approach allows us to highlight individual differences in responsiveness to prompts and in learning ability, allowing for a more accurate description of phonological functioning.
In conclusion, integrating static and dynamic assessments allows for a more comprehensive understanding of phonological skills in children with SLD, distinguishing between structured difficulties and emerging potential. The use of Parla-Dino appears to be a clinically useful tool for guiding personalized and effective speech therapy interventions.