LEARNING SKILL DISORDERS and inclusive didactic strategies

LEARNING SKILL DISORDERS and inclusive didactic strategies
Theoretical aspects and perspectives in didactics By Mario Pintus Feonogo ta le monago me tiblio meto chiavi? ??? Mario Pintus January 2015 Erasmus+ “Europe for Inclusion” C.1 Learning, Teaching and Learning Mobility Italy - Sassari,

Training course on Learning Skill Disorders First lesson agenda
Classification of LearningSkill Disorders Particularities of the Reading Standard Model Evolutive Dyslexia Dysgraphia Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

The Italian acronym DSA stands for the Italian Disturbi Specifici di Apprendimento ( Scholastic Skill Disorders ). They are known as well with mark F81 in the International Classification ICD-10 of the World Health Organization Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

F81 Specific Developmental Disorders of Scholastic Skills
“These are disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. They are not simply a consequence of a lack of opportunity to learn, nor are they due to any form of acquired brain trauma or disease. Rather, the disorders are thought to stem from abnormalities in cognitive processing that derive largely from some type of biological dysfunction.” Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Learning Skill Disorders
READING DISTURBANCES Dyslexia GRAPHIA DISTURBANCES Dysgraphia ORTHOGRAPHIA DISTURBANCES Dysorthographia NUMERICAL AND ARITHMETICAL SKILL DISTURBANCES discalculity Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Let’s try to read this text:
Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Particularities of the Reading Standard Model
(Sartori,1984) Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

READING Reading is a complex mental task, which requires a series of interactions among areas of the brain which control the elaboration: auditory visual of the human speech of memory Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Reading Standard Model
Visual Verbal Stimulus heart Reading Standard Model Visual Analysis Letter Recognition Letter Identification Visual Word Recognition Grapheme – Phoneme Conversion SEMANTIC SYSTEM Word Production Articulatory System HEART Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Modello standard di lettura
Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole It subjects the stimulus HEART to an analysis of distinguished characteristics. It decodes so that it can feed the following step Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Visual Analysis- saccadic movements
Progressive movements Nel mozzo del cammin di nostra vita mi ritrovai … Going back movements Regressive movements Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Human Eye Structure (http://it.wikipedia.org/wiki/Fovea)
The fovea is a central region of the retina with maximum visual acuity. In the fovea there is the maximum concentrations of cones, whereas the retinal rods are completely absent. The fovea is a circular depression in the retina, with a diameter of about 1,5 mm Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Perceptive Span and Saccadic Movements

Visual Analysis– Spaces and Characters
Fisher’sresearches(1976)demonstratedthatreadingturnsouttobeslowerwhen: The SeNtEnCeS ArE WrItTeN In AlTeRnAte ChArAcTeRs Inthesentencestheblankspacesarecancelled. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Visual Analysis- Characters
TINCKER’S RESEARCHES ( 1965) SHOW THAT READING OF A TEXT WRITTEN WITH CAPITAL LETTERS NEEDS A GREATER NUMBER OF FIXATIONS WITH A LONGER DURATION COMPARED TO A TEXT WRITTEN WITH NORMAL LETTERS. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Visual Analysis We have got the illusion that while reading the scanning movement is continuous. Actually, our eye stops just for a very short time in the centre of the word or in parts fully “significative”. For this reason the blank spaces between a word and another have got a fundamental role in the planning of the saccadic movements. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole It recognizes the stripes of letters introduced as belonging or not belonging to its own reportoir Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

cdmmin Which letters are they?
Letter Recognition cdmmin Which letters are they? Nel mezzo del cdmmin di nostra vita mi ritrovai per una selva oscura ché la diritta via era smarrita. Nel mezzo del … ? Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Letter Recognition A sort of “ store of the known symbols” is inside our mind and it is used to compare the scanned letters during the saccadic movements. A “Central Processing Control Unit” carries out the comparison between the “store” and the information coming from visual analysis. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Nel mezzo del cammin di nostra vita mi ritrovai per una selva oscura
Letter Recognition Nel mezzo del cammin di nostra vita mi ritrovai per una selva oscura che la diritta via era smarrita Nel mezzo del cammin di nostra vita mi ritrovai per una selva oscura che la diritta via era smarrita Nel mezzo del cammin di nostra vita mi ritrovai per una selva oscura che la diritta via era smarrita Nel mezzo del cammin di nostra vita mi ritrovai per una selva oscura che la diritta via era smarrita Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole It identifies the letters “abstractly” so that its “name” can be identified. Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Letter Identification
C = Ci U = U O = O R = Erre E = E Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio It converts the graphic symbols ( graphemes ) in sounds ( phonemes ) CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Grapheme – Phoneme Conversion
C = k; U = w; O= o; R = r; E = e CUORE CUORE = /kwore/ Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo CUORE Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole It matches with Morton’s logogen system and it accumulates evidence on the stimulus CUORE. It is made up of so many recognizers as are the words in a language and its functioning device is “all or nothing”. It gives an answer ( the recognition of a word ) only if a peculiar threshold has been reached. The LESSICAL CHANNEL starts from here. Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole It works as a logogen in “out”. It acquires semantic evidence and activates the phonological shape so that the articulation of the word can take place. Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Stimolo verbale visivo cuore Modello standard di lettura Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole It produces the word (or the no-word) previously elaborated. It is a common system for the spontaneous production Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

VISUAL- LESSICAL- SEMANTIC CHANNEL
Stimolo verbale visivo cuore VISUAL- LESSICAL- SEMANTIC CHANNEL Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole The semantic, visual, lessical channel is the way normally used at the end of the learning process. Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

cuore SISTEMA SEMANTICO
Stimolo verbale visivo cuore PHONOLOGICAL CHANNEL Analisi visiva The phonological channel is used to read the unknown words and the no-words Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

THE LESSICAL NOT SEMANTIC CHANNEL
Stimolo verbale visivo cuore THE LESSICAL NOT SEMANTIC CHANNEL Analisi visiva It directly connects “the System of Recognition “ to the “System of Production” without passing through the meaning. Its existence is demonstrated by the discovery that some subjects are able to read accurately words without understanding the meaning. Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Tachiscopic presentation no word interval: 0,1 sec
BESTOUPANF Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Tachiscopic presentation word interval : 0,1 sec
RESTAURANT Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Tachiscopic presentation no word interval: 0,1 sec
BESTOUPANF Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Tachiscopic presentation word interval: 0,1 sec
RESTAURANT Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Dyslexias: typical mistakes
Inversions of letters (da =ad, per = pre, da = pa ecc.) Substitution of similar letters (es. d-b, p-q, m-n, t-f, a-e) Substitution of omophones (phonems similar in the articulating joint or in the sound) (es. b-p, t-d, f-v, s-z ecc.) Omissions of letters Cutting off of words ( apocope ) Difficulty in recognising complex syllabic groups (gn, gh, gl,sc ecc.) Difficulty in reading and to pronunciate not familiar words or words of not frequent use. Difficulty in maintaining the reading line or in regularly proceeding from dx a sx. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Examples of Mistakes Nel mezzo del cannim di nostar vita
Substitution of letters which are graphically similar m-n Inversion TRA-TAR Nel mezzo del cannim di nostar vita mi ritrovai per una selva scura che la tiritta viera sma rita Omission o Cutting off (apocope) smarrita Substitution of letters which are phonetically similar t-d Fusion via-era Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

The evolutive dyslexias
Processes and disfunctions Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Topics Dyslexia at school The learning model of reading
Classification and characteristics of the Evolutive Dyslexias Symptoms of the different kinds of dyslexia Levels and misfunctions Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Evolutive Dyslexia The Evolutive Dyslexia is one of the most frequent disturbances in scholastic learning. It concerns about 3 % to a 5% of the Italian population, but it can reach larger percentages in English-speaking countries ( up to 17% ) It deals with a high number of children, if you think that in a class of 25 students it is very common that 1 or 2 out of them suffer fromthis kind of disorder. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Dyslexia at school Generally speaking, the Evolutive Dyslexia is diagnosed during the last years of nursery school or in the first of the primary school, when the formal teaching of reading and writing starts. If the child’s intelligence quotient is high, at that age the diagnosis can be difficult to address because of the child’s skill to “function” at the class level. This can postpone the possibility of having a right diagnosis till 4th / 5th primary class. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Examples of mistakes made by Dyslexic Children
While reading, the dyslexic children frequently make these mistakes: They confuse letters which are visually similar, but differently orientated : d-b-p, u-n, m-n They confuse letters which have got similar sounds: v-f, g-c, b-p, d-t They read words up side down They invert syllables which compound the words They are wrong in sequencing the letters (capra-carpa) Besides, they make confusion and often have difficulties in learning: The multiplication table The numerical series The information in sequence (months of the year, days of the week, letters of the alphabet ) The spacial and temporal relations (yesterday/tomorrow; right/left ) Some motory abilities Problems of attention and concentration. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

THE FRUSTRATION CIRCUIT
DYSLEXIC STUDENT PARENTS TEACHERS Ignorance of the existence of the problem Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Caracteristics of the frustration circuit
The circuit is fed by: The scarse results in learning how to read and write; The ignorance of the existence of a problem (nothing seems to be responsible for it). Each element of the triade puts the blame on the other ones. However, a sense of guilt and a loss of self-esteem feeling start growing Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Answer to the teachers’ frustration
Dyslexic Student It is the student’s fault as he/she does not answer the curriculum as he/she should It is the family’s fault as they do no assist the child during homework PARENTS TEACHERS Perhaps I cannot teach Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Answer to the student’s frustration
Perhaps it is me that am not able to learn Dyslexic student It is the teachers’ fault as they do not help me to understand. It is my parents’ fault as they do not help me in doing my homework . Parents Teachers Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Answers to the frustration of the student’s parents
Dyslexic Student Perhaps it is us that are not able to help him/her It is the child’s fault as he/she does not apply enough. It is the teachers’ fault as they do not know how to teach him/her to read and write. PARENTS TEACHERS Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

The circuit of frustation is interrupted when ( finally one of them eventually suspect that something is not properly working. A specialist is then called for by one of the triade. Dyslexic Student ? ? They ask for an investigation by a specialized structure (usually the Children Neuropsychiatric Institute ) PARENTS TEACHERS Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Information on Dyslexia
To become aware of the existence of a problem with no one responsible for it breaks the circuit of frustration. Dyslexic child PARENTS TEACHERS Information on Dyslexia Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

RESULTS after a diagnosis of dyslexia
Once diagnosed, dyslexia can be understood and faced. Each element of the TRIADE receives information on the problem A rehabilitation process can start at school as well as with specialized structures. The child can benefit from a support during the school actvities and this is a partial solution. Unfortunately, sometimes it occurs that parents refuse to accept the problem ( rejection of the diagnosis). Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Can you recover from dyslexia?
Children cannot recover from dyslexia, but they can improve their reading skills. The situation does not miliorate when you make the child repeat a school year or force him/her to read a lot, even aloud in front of the class. These “solutions” do not help children, on the contrary they can develop a feeling of strong frustration in the child. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Dyslexia and Genetics By studying 121 Italian families with dislexic children, a group of researchers at the Istituto Scientifico “Eugenio Medea - La Nostra Famiglia” di Bosisio Parini and of the Facoltà di Psicologia dell’Università Vita-Salute San Raffaele di Milano, leaded by Dr.ssa Cecilia Marino from IRCCS Medea, have confirmed the genetic origin of the disease . The discovery has been published in the January issue of the Journal of Medical Genetics, one of the most prestigious scientific review. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Causes In recent years, all the studies carried out on families of dyslexics and on twins in a large measure have confirmed the genetic predisposition of the evolutive dyslexia. In fact a common result among several studies carried out is the increased chance for a child, who has got a dyslexic parent or relative with problems in reading, to have the same problem when learning how to read. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

The learning how to read model Uta Frith (1985)
Processes and evolutive dislexia Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Logographic STAGE Alphabetic STAGE Orthographic STAGE Lessical STAGE
It usually matches with the prescholar age. The child recognizes and reads some words globally, as they contain some letters and some elements he has learnt to recognize, but he has not got neither orthographic nor phonologic knowledge about the words he is reading, Logographic STAGE The child learns how to discriminate several letters and is able to operate the Grapheme – Phoneme Conversion and this way he/she can read the words he/she does not know ( through the phonematic channel ) Alphabetic STAGE The child learns his/her own language rules. The Grapheme – Phoneme Conversion device becomes more complex and the child becomes able to read complex sound ( syllables ) making reading faster Orthographic STAGE The child recognizes the words in a direct way. At this level the child has shaped a lexical vocabulary which allows him/her to read words without retrieving the phoneme (sound) associated to each grapheme (symbol or letter). Lessical STAGE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Competences acquired at the lexical stage
When the child reaches the lexical stage, reading has become automatic and fast . He/she is still able to use the reading modalities typical of the previous stages, and actually , he/she uses them when he/she has to face: a) the reading of new words of whom he/she does not know the meaning b) the reading of non-sense words. The complete acquisition of the first three stages of reading modalities passes through the phonological channel . The achievement of the fourth stage allows the child to use the lexical channel correctly and to read the known words without the necessity of operating the grapheme – phoneme conversion. Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Learning reading model and evolutive dislexias Seymour (1985)
Seymour (1985) uses a very similar model to this one in order to re-classify the evolutive dislexias on the basis of the missed achievement from the several stages of reading learning . According to him and other authors, there are three kinds of evolutive dislexias: Phonological dyslexia Morphological-lexical dyslexia (also called superficial) Mixed dyslexia Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Classification of evolutive dislexias Seymour (1985)
EVOLUTIVE DYSLEXIAS PHONOLOGICAL DYSLEXIA MORPHOLOGICAL – LEXICAL DYSLEXIA (ALSO CALLED SUPERFICIAL) MIXED DYSLEXIA EVOLUTIVE HIPERLEXIA Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

PHONOLOGICAL DYSLEXIA
EVOLUTIVE DYSLEXIAS The child has got more difficulties in reading the no-words (sequences of letters without a sense ) in comparison with frequent words or those which are exceptions of pronunciation or of stress. In other words, the development of reading in the child with phonological dyslexia would still remain at the level of the grapheme-phoneme conversion of the single letters, without achieving the step in which these rules are applied to groups of letters corresponding to syllables, affixes and morphems LOGOGRAPHIC STAGE ALPHABETIC STAGE PHONOLOGICAL DYSLEXIA ORTHOGRAPHIC STAGE LESSICAL STAGE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Disfunctions in the phonological dislexia
Stimolo verbale visivo cuore Disfunctions in the phonological dislexia Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

SUPERFICIAL EVOLUTIVE
EVOLUTIVE DISLEXIAS In literature there are only a few descriptions of superficial evolutive dyslexia cases The characteristic symptom of this deficit is the substantial inefficency in the reading of : Words containing exceptions of pronunciation ; Words stressed in an irregular way The non-word are well read. The child has no difficulty in doing the grapheme-phoneme conversion but he/she has not built the necessary lexical vocabulary in order to automatize reading. Lolographic stage Alphabetic stage Orthographic stage SUPERFICIAL EVOLUTIVE DYSLEXIA Lessical stage Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Disfunctions in the superficial dyslexia
Stimolo verbale visivo cuore Disfunctions in the superficial dyslexia Analisi visiva Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Evolutive dislexias Lolographic stage MIXED DISLEXIA Alphabetic stage It is the most frequently observed type of dyslexia . It presents typical symptoms of both previous categories. One should keep in mind that in the studied dyslexia cases, concerning both English and Italian speakers, typical cases of phonological or superficial dyslexia are not verifiable. In a majority of cases we have got different symptoms which underline a relative superiority of a reading device on the other. Orthographic stage Lessical stage Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

Evolutive Dyslexia EVOLUTIVE HYPERLEXIA
This syndrome is present in an evolutive shape beside that in an adquired one. The children with a diagnosis of Hyperlexia are precocious in learning how to read, but they have got significant difficulties in the comprehencion of the verbal language. Besides they have got difficulties of socialization and proper interaction with people. Many of these children have got: Difficulty in starting the conversation; A strong need of putting into action ritual and methodical behaviours; Difficulty in thinking abstract concepts and not in a letteral way; A great visual and auditive memory. Lolographic stage Alphabetic stage EVOLUTIVE HYPERLEXIA Orthographic stage Lessical stage Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

VISUAL-LESSICAL NOT SEMANTIC CHANNEL
Stimolo verbale visivo cuore VISUAL-LESSICAL NOT SEMANTIC CHANNEL Analisi visiva The study of Hyperlexia has permitted to gather information on the processes activated by reading. It mainly permitted to hypothesize the existence of the visual not semantic channel . This channel directly connects the system devoted to the visual recognition of words to the one devoted to produce them Riconoscimento delle lettere Identificazione delle lettere Riconoscimento visivo parole Conversione grafema-fonema SISTEMA SEMANTICO Produzione parole Sistema articolatorio CUORE Mario Pintus January 2015 Erasmus+ Europe for Inclusion Learning, Teaching and Learning Mobility C.1 Italy - Sassari,

e compresi nel capitolo 315 del DSM-IV americano e annoverate dalla LEGGE 8 ottobre 2010, n. 170

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