Download 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 Model (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.
The second part of the thesis focuses on speech therapy, teaching, and digital interventions aimed at enhancing comprehension. Strategies such as explicit vocabulary teaching, paraphrasing, syntactic analysis, and the promotion of narrative skills are analyzed. Particular attention is paid to the integration of technology into rehabilitation programs, with a focus on platforms such as RIDInet, linguistic chatbots, and educational gamification tools.
The research findings confirm the importance of early, multidimensional, and personalized interventions and emphasize the value of collaboration between speech therapists, teachers, and families. The thesis therefore aims to provide a theoretical and practical resource for treating text comprehension difficulties in children with learning disabilities, promoting inclusive education.