L’utilità dell’intervento nelle difficoltà scolastiche
Lucia Micheletto, Nicoletta Perini, Maria Antonietta De Gennaro
In the present study, we describe a one-year cognitive training conducted on twenty children at the Centre for Learning Difficulties in Padova, Italy. Children underwent a training which was specifically designed and based on each child’s learning difficulties in order to improve his/her poor academic skills (e.g., reading, writing, math). Crucially, most of the children improved their learning performance. These results highlight the importance of the cognitive intervention in children with learning difficulties in order to prevent future career failings. Finally, the responsiveness to intervention can also help clinical psychologists in understanding children’s learning difficulties and in providing valuable information for diagnosis.
Keywords
Learning difficulties, improving academic skills, Responsiveness-To-Intervention (RTI).