OVERVIEW

This course aims to provide a critical knowledge about learning processes during preschool and school ages in particular as regards reading, writing and basic math skills. Furthermore, the course presents a comprehensive review of current literature and practice related to identification, intervention, and issues of learning disabilities.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aimed to provide basic knowledge about the development of reading, writing and math skills in school-aged children and about learning disabilities. Particular attention will be paid to assessment methods. 

AIMS AND LEARNING OUTCOMES

The expected learning outcomes are as follows: 1) knowledge and understanding of the typical development of the learning processes of reading, writing and mathematics during school age and of learning disorders (i.e. dyslexia, dyscalculia, non-verbal disorders); 2) knowledge of the diagnostic criteria and assessment procedures in the field of learning disabilities; 3) ability to apply the knowledge acquired in the clinical assessment of learning disabilities.

TEACHING METHODS

Combination of traditional lectures, classroom discussion and case studies  

SYLLABUS/CONTENT

• language development and language disorders in childhood
• early literacy and math development
• developmental reading and writing disorders
• developmental math disorders
• developmental non-verbal disorders
• learning disability assessment
• case studies

RECOMMENDED READING/BIBLIOGRAPHY

Lectures will be delivered in Italian and bibliography is in Italian. The Lecturer can provide a comprehensive collection of teaching materials in English to prepare for the final exam, and this exam can be taken in English.

a) Books

• Scopesi, P. Viterbori, Istituzioni educative prescolari  e sviluppo del linguaggio, Carocci, Roma, 2008 (cap. 2, 3, 4).
• Cornoldi, Difficoltà e disturbi dell’apprendimento, il Mulino, Bologna, 2007.
• Lucangeli, I. C. Mammarella. Psicologia della cognizione numerica. Approcci teorici, valutazione, intervento, Franco Angeli, Milano, 2010.

b) One assessment tool to select among the following:

• P. Tressoldi, C. Vio, M. Gugliotta, P. S. Biasicchi, M. Cendron, BVN 5-11. Batteria di valutazione neuropsicologica per l’età evolutiva, Erickson Editore, Trento, 2005.
• L. Marotti, M. Trasciani, S. Vicari, Test CMF. Valutazione delle competenze metafonologiche, Erickson Editore, Trento, 2005.
• J. K. Voress, N. A. Pearson, D. D. Hammil. Test TPV. Percezione visiva e integrazione visuo-motoria, Erickson Editore, Trento, 2003.
• G.M. Marzocchi , A. Molin , S. Poli, Attenzione e metacognizione. Come migliorare la concentrazione della classe. Erickson Editore, Trento, 2000.
• C. Meneghetti, R. De Beni, C. Cornoldi , B. Carretti, Nuova guida alla comprensione del testo - volume 1. Introduzione teorica generale. Le prove criteriali Liv. A e B. Erickson Editore, Trento, 2003.
• P. Giovanardi Rossi, T. Malaguti, Valutazione delle abilità di scrittura - Manuale generale. Erickson Editore, Trento, 2003.
• B. Carretti, C. Cornoldi, N. Caldarola, C. Tencati, Test CO-TT scuola secondaria di primo grado. Comprensione Orale - Test e Trattamento. Erickson Editore, Trento, 2013.
• B. Carretti, C. Cornoldi, N. Caldarola, C. Tencati, Test CO-TT scuola primaria. Comprensione Orale - Test e Trattamento. Erickson Editore, Trento, 2013.
• C. Cornoldi, D. Lucangeli, M. Bellina. Test AC-MT 6-11 - Test di valutazione delle abilità di calcolo e soluzione di problemi. Erickson Editore, Trento, 2012.
• C. Cornoldi, C. Cazzola. Test AC-MT 11-14 - Test di valutazione delle abilità di calcolo e problem solving. Erickson Editore, Trento, 2004.
• D. Lucangeli, P. E. Tressoldi, M. Cendron. Test SPM - Abilità di soluzione dei problemi matematici. Erickson Editore, Trento, 2003.
• I. C. Mammarella, C. Toso, F. Pazzaglia, C. Cornoldi. BVS - Corsi - Batteria per la valutazione della memoria visiva e spaziale. Erickson Editore, Trento, 2008.

c) materials available  at www.aulaweb.unige.it (in the page of the course Psicologia dell’apprendimento scolastico) or the following book:

• C. Vio, P.E. Tressoldi, G. Lo Presti, Diagnosi dei disturbi specifici dell’apprendimento scolastico. Erickson Editore, Trento, 2012 (esclusi capitoli 6 e 8).

TEACHERS AND EXAM BOARD

Exam Board

PAOLA VITERBORI (President)

MARIA CARMEN USAI

LESSONS

LESSONS START

I semester (approx. from Oct. 1st  to Dec. 18) 

Class schedule

PSYCOLOGY OF SCHOLASTIC LEARNING

EXAMS

EXAM DESCRIPTION

Written exam with open-ended questions. 

To take the written exam, students are required to register online by selecting the entry "Esame scritto".

To register the evaluation, students are required to register online on one of the following exams by selecting the entry "Registrazione."

ASSESSMENT METHODS

The written exam includes open-ended questions about:

1. theoretical knowledge, for example theoretical models that describe the development of reading, writing and calculation; stages of development of a child's learning process; diagnostic criteria in the field of learning disabilities;

2. applied knowledge, for example ability to analyse a brief case study of a child with learning disabilities

Exam schedule

FURTHER INFORMATION

Students are invited to check the e-learning platform Aulaweb ( www.aulaweb.unige.it) where materials and information about the present course are constantly updated.