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In order to have further information and to modify cookies settings, please click here. Newsletter a. Subscribe to our newsletter now to get special previews of new collections and promotions. First Name. Last Name. Date of Birth. Choose your favourite collections a. This plan is a structured document outlining their academic goals, compensatory and dispensatory measures, assessments on their academic goals, and the need for some additional help, such as a longer time during exams.
Children with dyslexia also often attend specific training sessions during their primary and secondary school years. Despite the above-mentioned limitations, the present study also has two important strengths. First of all, it provides further evidence of the long-term psychological implications of dyslexia in a population that has been under-investigated to date. Second, to the best of our knowledge, the present findings represent a first attempt to explore the psychological issues of Italian university students with dyslexia. Our study may be one of the first to focus on exploring the socioemotional features of orthographically shallow language-speaking university students with dyslexia, since the literature available to date on this issue has almost exclusively concerned deep language-speaking undergraduates with dyslexia e.
In this perspective, future studies could also investigate other aspects relevant to this issue, such as the use of more specific self-report measures or clinical interviews to identify other important protective factors that might help young adults with dyslexia to cope with their disorder and its consequences. In addition to resilience, adaptive coping strategies, personal strengths, acceptance of the disability, self-efficacy, and personality features may be variables that would influence functional psychosocial adjustment.
Finally, conducting longitudinal studies would enable us to disentangle whether students whose dyslexia is diagnosed in childhood and who therefore receive support early on retain the strong psychological resilience seen in our sample as they progress through their university degree programs, and may experience failure.
It would likewise be of interest to see whether students whose dyslexia is diagnosed late at university show less positive coping or adjustment strategies, and whether this profile persists even after they have received appropriate support to improve their study skills and strategies. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. National Center for Biotechnology Information , U.
Journal List Front Psychol v. Front Psychol. Published online Mar Re , 2 Silvia Cerea , 1 and Irene C. Mammarella 2.
Anna M. Irene C. Author information Article notes Copyright and License information Disclaimer. This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology. Received Nov 12; Accepted Mar The use, distribution or reproduction in other forums is permitted, provided the original author s or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice.
No use, distribution or reproduction is permitted which does not comply with these terms. This article has been cited by other articles in PMC.
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Abstract Dyslexia is a permanent condition characterized by reading difficulties that include inaccurate or slow and effortful word reading, poor decoding, and poor spelling abilities. Table 1 Differences between students with dyslexia and typical development ones in reading and writing tasks.
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Open in a separate window. Measures Learning Tasks The measures employed were based on tasks typically used in Italy to assess children with dyslexia, after adapting them for the purpose of assessing older individuals, whereas the tasks under articulatory suppression were devised specifically for assessing university students Cornoldi et al. Reading Tasks. Text reading Speed of text reading and errors were assessed with the MT battery Cornoldi et al.
Word reading This task is a subtest of a battery for assessing developmental dyslexia and dysorthographia Sartori et al. Non-word reading This task is another subtest of the above-mentioned battery for assessing developmental dyslexia and dysorthographia Sartori et al.
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Text comprehension This task was also derived from the material for 10th-graders in the MT battery Cornoldi et al. Writing Tasks Word dictation This task consisted of a dictation under two different conditions: normal and with articulatory suppression. Self-report Measures The following self-report measures were administered. Procedure All participants were assessed individually in a dedicated room, away from sources of noise or other distractions. Table 2 Differences between students with dyslexia and typical development ones in self-report measures.
Discussion University students with dyslexia have been inadequately investigated to date, especially in Italy. Conflict of Interest Statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. References Achenbach T. Naturally acquired mentoring relationships and young adult outcomes among adolescents with learning disabilities.
Socioemotional and academic adjustment among children with learning disorders: the mediational role of attachment-based factors. Milano: R. Severity of emotional and behavioral problems among poor and typical readers.
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Child Psychol. The submerged dyslexia iceberg: how many school children are not diagnosed? Psychosocial correlates of dyslexia across the life span. Beverly Hills, CA: Sage; , — Students with dyslexia: their use of metaphor in making sense of their disability. Evoluzione naturale della lettura del brano, delle liste di parole e non parole e della comprensione del testo in dislessici mai trattati.
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New data on the nature of suicidal crises in college students: shifting the paradigm. Attention deficit disorder and specific reading disability: separate but often overlapping disorders. Treating social skill deficits in children with learning disabilities: a meta-analysis of the research.
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Dyslexia 15 — Social behavior and social perception in learning-disabled children: a review with implications for social skills training. Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups.
Evoluzione del profilo di lettura nella dislessia. Studio longitudinale su un gruppo di dislessici divenuti giovani adulti. Dislessia 5 7— Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Dev.
Developmental pathways of children with and without familial risk for dyslexia during the first years of life. Second-generation research on resilience: social-emotional aspects of children with learning disabilities. Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities. Cognitive and behavioral correlates of depression in learning-disabled and non learning - disabled adult students.
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