The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children.

In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.

Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.

Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study.

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents' support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

An Online Tool to Assess Sentence Comprehension in Teenagers at Risk for School Exclusion: Evidence From L2 Italian Students.

This study presents a web-based sentence comprehension test aimed at identifying high school students who are at risk for a language delay. By assessing linguistic skills on a sample of high school students with Italian as an L2 and their monolingual peers, attending a vocational school, we were able to identify a subgroup of L2 students with consistent difficulties in sentence comprehension, though their reading skills were within the average range. The same subgroup revealed to experience a lack of support within the school context, suggesting that poor L2 skills might be a critical variable to consider in order to identify students at risk for school exclusion. Regarding the test, accuracy to the on-line sentence comprehension task was significantly predicted by reading abilities and vocabulary skills, thus indicating that this test might represent a rapid but efficient way to assess linguistic abilities at school. We recommend that establishing a valid and practical procedure for the evaluation of linguistic skills in bilingual students who struggle with their L2 is the first step toward promoting social inclusion in the multilingual classroom, in order to increase their ability to actively participate in school and social activities.

ORCA.IT: A New Web-Based Tool for Assessing Online Reading, Search and Comprehension Abilities in Students Reveals Effects of Gender, School Type and Reading Ability.

ORCA.IT, a new online test of online research and comprehension was developed for the Italian population. A group of 183 students attending various types of upper secondary schools in Northern Italy were tested with the new tool and underwent further cognitive and neuropsychological assessment. The different school types involved in the study are representative of the school population in the Italian system, but can also be easily compared with the educational systems of other countries. The new test turned out to have good psychometric properties after accurate item construction and final selection. In particular, Version 1 showed better characteristics than Version 2. Subsequently, comparison with one-way ANOVAs were performed to test whether differences exist between different school types, between groups with and without reading difficulties, and between males and females. Such differences are sometimes reported in the literature, but many remain controversial. Further, Pearson's bivariate correlations were calculated to analyze associations between scores on the ORCA.IT and cognitive/neuropsychological variables. Finally, a stepwise regression analysis was performed on aggregated scores to identify the predictors of performance on each of the two versions. The test, especially in the most complete version (Version 1), appears to accurately and reliably capture students' web searching abilities and online reading comprehension. The tool could highlight differences in online search and comprehension ability between students with and without reading difficulties, not penalizing overall performance but allowing very specific weaknesses to be pointed out. Further, it seems to be able to capture differences due to both educational pathways (different school types) and social attitudes (differences between males and females). Most interestingly, it shows to be clearly resting on specific cognitive and neuropsychological abilities, including language, memory, and attentional skills, which explain a large portion of the total variance. Offline text reading comprehension is a crucial predictor of online reading performance, while decoding ability is not. Prior knowledge also influences the results, as expected. The new tool turns out to be rather independent of previous Internet experience and to measure more cognitively grounded processes related to information gathering, processing, and communicating.

The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students.

The aim of this work is to investigate the factors promoting students' engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student's well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.

Author Correction: Children's first handwriting productions show a rhythmic structure.

A correction to this article has been published and is linked from the HTML and PDF versions of this paper. The error has been fixed in the paper.

Children's first handwriting productions show a rhythmic structure.

Although much research has been concerned with the development of kinematic aspects of handwriting, little is known about the development along with age of two principles that govern its rhythmic organization: Homothety and Isochrony. Homothety states that the ratio between the durations of the single motor events composing a motor act remains invariant and independent from the total duration of the movement. Isochrony refers to the proportional relationship between the speed of movement execution and the length of its trajectory. The current study shows that children comply with both principles since their first grade of primary school. The precocious adherence to these principles suggests that an internal representation of the rhythm of handwriting is available before the age in which handwriting is performed automatically. Overall, these findings suggest that despite being a cultural acquisition, handwriting appears to be shaped by more general constraints on the timing planning of the movements.

Mapping the brain network of the phonological loop.

The cortical and subcortical neural correlates underlying item and order information in verbal short-term memory (STM) were investigated by means of digit span in 29 patients with direct electrical stimulation during awake surgery for removal of a neoplastic lesion. Stimulation of left Broca's area interfered with span, producing significantly more item than order errors, as compared to the stimulation of the supramarginal/angular gyrus, which also interfered with span but, conversely, produced more order than item errors. Similarly, stimulation of the third segment of the left superior longitudinal fasciculus (SLF-III), also known as anterior segment of the arcuate fascicle (AF), produced more order than item errors. Therefore, we obtained two crucial results: first, we were able to distinguish between content and order information storage. Second, we demonstrated that the SLF-III is involved in transferring order information from Geschwind's area to Broca's area. In a few patients, we demonstrated that also order information of nonverbal material was disrupted by left supramarginal gyrus stimulation. Order information is thus likely stored in the supramarginal gyrus, possibly independently from the nature of the material. Hum Brain Mapp 38:3011-3024, 2017. © 2017 Wiley Periodicals, Inc.

Co-referential Processing of Pronouns and Repeated Names in Italian.

In this study, we investigate whether co-referential processing across sentence boundaries is driven by universal properties of the general architecture of memory systems and whether cross-linguistic differences concerning the number of anaphoric forms available in a language's referential inventory can impact the process of inter-sentential co-reference resolution. As a window into these questions, we test whether the repeated-name penalty (RNP) and the overt-pronoun penalty (OPP)-comprehension delays associated with repeated names and overt pronouns, respectively, in comparison to more reduced anaphoric forms in reference to salient antecedents-occur in Italian, examining the extent to which Italian resembles other null-subject languages, with focus on Spanish. Our self-paced reading experiment with factors Antecedent (Subject, Object) and Anaphor (Null Pronoun, Overt Pronoun, Repeated Name) found that Italian exhibits both an OPP and a (weaker) RNP, extending previous research that showed these effects in Spanish and strengthening the claim that co-reference resolution might be subject to universal principles.

Cross-linguistic patterns in the acquisition of quantifiers.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.

Specific disgust processing in the left insula: New evidence from direct electrical stimulation.

Neuropsychological and neuroimaging studies yielded controversial results concerning the specific role of the insula in recognizing the facial expression of disgust. To verify whether the insula has a selective role in facial disgust processing, emotion recognition was studied in thirteen patients during intraoperative stimulation of the insula in awake surgery performed for removal of a glioma close to this structure. Direct electrical stimulation of the left insula produced a general decrease in emotion recognition but only in the case of disgust there was a statistically significant detrimental effect (p=0.004). Happiness and anger were the best and the worst recognized emotion, respectively. The worst baseline performance with anger and, partly, fear could be explained with the involvement of the left temporal regions, striatum, and the connection between the striatum and the frontal lobe, as suggested in previous studies. Therefore, upon these intra-operative evidences, we argue for a selective role of the left insula in disgust recognition, although a (non significant) decrease in the recognition of other negative emotions was found. However, additional networks can develop, as demonstrated by the fact that disgust recognition was not impaired after surgery even in patients with insular resection in the current as in previous studies.

The Dorsomedial Prefrontal Cortex Plays a Causal Role in Integrating Social Impressions from Faces and Verbal Descriptions.

Several neuroimaging studies point to a key role of the dorsomedial prefrontal cortex (dmPFC) in the formation of socially relevant impressions. In 3 different experiments, participants were required to form socially relevant impressions about other individuals on the basis of text descriptions of their social behaviors, and to decide whether a face alone, a trait adjective (e.g., "selfish"), or a face presented with a trait adjective was consistent or inconsistent with the impression they had formed. Before deciding whether the target stimulus matched the impression they had previously formed, participants received transcranial magnetic stimulation (TMS) over the dmPFC, the inferior frontal gyrus (IFG, also implicated in social impression formation), or over a control site (vertex). Results from the 3 experiments converged in showing that interfering with dmPFC activity significantly delayed participants in responding whether a face-adjective pair was consistent with the impression they had formed. No effects of TMS were observed following stimulation of the IFG or when evaluations had to be made on faces or trait adjectives presented alone. Our findings critically extend previous neuroimaging evidence by indicating a causal role of the dmPFC in creating coherent impressions based on the integration of face and verbal description of social behaviors.

The acquisition of Chinese relative clauses: contrasting two theoretical approaches.

This study examines the comprehension of relative clauses by Chinese-speaking children, and evaluates the validity of the predictions of the Dependency Locality Theory (Gibson, 1998, 2000) and the Relativized Minimality approach (Friedmann, Belletti & Rizzi, 2009). One hundred and twenty children from three to eight years of age were tested by using a character-sentence matching task. We found a preference for subject relative clauses that persists as children grow older. This preference is predicted by the Relativized Minimality approach, but not by the Dependency Locality Theory. In addition, we observed a fine-grained class of errors in comprehension. We discuss it in the light of the head-final status of Chinese relative clauses.

Guess who? Investigating the proper name processing network by means of tDCS.

Learning people's names is a challenging task for most individuals and becomes increasingly difficult with age. In the current study, we investigated the role of the fronto-temporal network in this task by applying tDCS over the left anterior temporal lobe (ATL) and the left inferior frontal gyrus (IFG) during unfamiliar face-name association learning. Proper name retrieval was tested with a face naming and a face-name association task. In Experiment 1, we found that real anodal tDCS over the left ATL decreased naming accuracy compared to sham stimulation because participants produced significantly more intrusions. The stimulation may have increased interference among arising competitors when retrieving the correct name associated to the presented face, as indicated by the longer response latencies in the association task after real tDCS. In Experiment 2, cathodal tDCS applied over the left ATL did not affect the participants' performance in the same tasks, ruling out a possible effect of discomfort or stimulation side effects. In Experiment 3, anodal tDCS over the left IFG led to a significant decrease in intrusions compared to sham stimulation, possibly improving a selection mechanism. Our results confirm the role of the left ATL and the IFG in the retrieval of proper names, and demonstrate the importance of their functional interaction in processing proper names.

The acquisition of SV order in unaccusatives: manipulating the definiteness of the NP argument.

In two sentence repetition experiments, we investigated whether four- and five-year-olds master distinct representations for intransitive verb classes by testing two syntactic analyses of unaccusatives (Burzio, 1986; Belletti, 1988). Under the assumption that, with unaccusatives, the partitive case of the postverbal argument is realized only on indefinites (Belletti, 1988), we tested whether children used indefiniteness as a feature to assign the partitive case to the verb's argument. In the sentences, we manipulated whether the subject preceded or followed the (unaccusative or unergative) verb and whether the subject was expressed by means of a definite or indefinite NP. With unaccusatives, children tended to place the subject in the postverbal position when the subject NP was indefinite, whereas, when the sentence presented a definite postverbal subject, children preferred to place the definite subject in the preverbal position. Definiteness exerted an effect only with unaccusatives, suggesting that children treated unergatives and unaccusatives differently.

The process and criteria for diagnosing specific learning disorders: indications from the Consensus Conference promoted by the Italian National Institute of Health.

A Consensus Conference on Specific Learning Disorders has been promoted by the Italian National Institute of Health (Istituto Superiore di Sanità, ISS). The Consensus Conference consisted in a systematic review of the international literature addressing the issues of diagnosis, risk factors and prognosis, treatment, service delivery and organizational models for Specific Learning Disorders (reading, spelling/writing, calculation). Selected papers were examined by a group of Evaluators and then discussed by a Scientific and Technical Committee, whose conclusions were examined and approved by a Jury Panel. The part on diagnostic issues is presented here, encompassing a systematic discussion of the use and appropriateness of diagnostic criteria, parameters, tasks and psychometric indexes as illustrated in the literature, and providing recommendations for clinical practice. Special attention has been devoted to the collection, analysis and discussion of published data concerning languages with transparent orthography. Controversial issues such as discrepancy criteria, role of reading comprehension and importance of accuracy and fluency are discussed.

Phonology without semantics? Good enough for verbal short-term memory. Evidence from a patient with semantic dementia.

INTRODUCTION: There is considerable evidence that long-term knowledge has an influence on short-term memory (STM) performance. This reflects the activation of long-term representations involved in perceiving and comprehending spoken language. Still, this type of long-term knowledge might be of two different kinds. STM performance might be facilitated by information about the meaning of the word, or, alternatively, by familiarity with its phonological form. METHODS: We investigated these two alternatives by assessing word span in MC, a patient with semantic dementia. Four different lists of words were used: known words, words whose phonological form was known by the patient although she could not report its meaning, words that the patient did not recognize as words and judged as nonwords, nonwords. The patient's performance was compared to that of six matched controls. RESULTS: MC did not differ from controls in the first two types of lists and performed at the same level with both, while for words whose phonological form was unknown (and therefore not recognized as words) her performance was comparable to that with nonwords; also, with this type of item, she produced significantly more phonemic substitutions than controls. CONCLUSIONS: The results show that long-term knowledge facilitates immediate serial recall. However, this facilitation is due to familiarity with phonological representations rather than to knowledge of meaning.