Assessing Phonological Awareness in Italian Children with and without Developmental Dyslexia: The Contribution of a New Pseudo-Word Blending Task

Autor/inn/en	Fastame, Maria Chiara; Cardis, Anna; Callai, Daniela
Titel	Assessing Phonological Awareness in Italian Children with and without Developmental Dyslexia: The Contribution of a New Pseudo-Word Blending Task
Quelle	In: School Psychology International, 39 (2018) 5, S.470-489 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fastame, Maria Chiara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318791214
Schlagwörter	Phonological Awareness; Italian; Short Term Memory; Dyslexia; Task Analysis; Grade 3; Grade 4; Grade 5; Elementary School Students; Foreign Countries; Verbal Ability; Reading Tests; Writing Tests; School Psychology; Italy + Suchen Sie Ihr Suchwort? Italienisch; Kurzzeitgedächtnis; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Aufgabenanalyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Mündliche Leistung; Lesetest; Writing test; Schreibtest; Schulpsychologie; Italien
Abstract	The current study investigated the capacity of a new test assessing phonological awareness to detect differences between Italian children with and without developmental dyslexia. Specifically, the task involves blending of a list of pseudo-words, and excludes lexical knowledge as a source of task performance. Fifty-four third to fifith Italian graders were presented a battery of tests assessing phonological awareness, reading, writing, and verbal short-term memory abilities. A multivariate analysis of covariance, with age as a covariate, revealed that proficient readers outperformed students with developmental dyslexia in all cognitive measures considered, except verbal short-term memory. Moreover, high concordance was found between the new pseudo-word blending task, and well-known word blending, writing, and reading tests, respectively. In conclusion, the new phonological awareness task seems to be a useful tool for the detection of poor blending abilities of Italian children and thus it could be used to screen phonological awareness in primary schools. Implications for school psychology research and practice, including across linguistic contexts, are emphasized; for example, the new blending task could aid discrimination of proficient and dyslexic readers speaking other languages characterized by a transparent orthography, such as Greek, Spanish, Turkish. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01