Literaturnachweis - Detailanzeige
| Autor/inn/en | Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana; Donfrancesco, Renato |
|---|---|
| Titel | Divergent Thinking in Italian Students with and without Reading Impairments |
| Quelle | In: International Journal of Disability, Development and Education, 63 (2016) 4, S.450-466 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1034-912X |
| DOI | 10.1080/1034912X.2015.1127335 |
| Schlagwörter | Foreign Countries; Creative Thinking; Reading Difficulties; Dyslexia; Children; Thinking Skills; Comparative Analysis; Scores; Reading Fluency; Learning Disabilities; Creativity; Orthographic Symbols; Statistical Analysis; Italy |
| Abstract | Several studies have explored the relationship between dyslexia and creativity, but results have been rather mixed. This study examines whether Italian dyslexic children are more creative than their peers without a reading impairment. One hundred ninety Italian children aged between 9 and 13 participated in this study, divided into two groups: Ninety-five dyslexic students and ninety-five peers without a reading impairment. All the participants' creativity skills were assessed. The results indicated that dyslexic children outperformed their peers in the total score, and in the originality, elaboration, and titles sub-scores, whereas no differences were found in the fluency and flexibility sub-scores. The results are discussed in relation to the practical implications, and provide indications for supportive learning environments. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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