Prerequisiti e apprendimento scolastico
- Sviluppo dei prerequisiti scolastici in area alfabetica e matematica
- Acquisizione degli apprendimenti scolastici e processi sottostanti
- Ruolo di fattori dominio generali e specifici nell’apprendimento scolastico
- Indicatori precoci di difficoltà di apprendimento
- Interventi di potenziamento a livello dei prerequisiti e dei primi apprendimenti
Libri e capitoli di libro:
Articoli scientifici:
• Zanobini, M., Rivella, C., Viterbori, P. (2024). Writing and reading workshop: impact on reading motivation, reading amount and text comprehension. Literacy. https://doi.org/10.1111/lit.12390
• Mercugliano A., Bigozzi L., De Cunto A., Graziani D., Pecini C., Usai M.C., Vecchi S., & Ruffini R. (2024): Which childhood predictive indices forecast reading and writing skills in school-age children: a systematic review, Child Neuropsychology, https://doi.org/10.1080/09297049.2024.2347381
• Traverso L., Tonizzi I., Usai M. C. & Viterbori P. (2023) The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children, Journal of Cognition and Development, https://doi.org/10.1080/15248372.2023.2219743
• Traverso, L., Viterbori, P., Gandolfi, E., Zanobini, M., Usai, M.C. (2022). The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children, Early Childhood Research Quarterly, 59, 265-286. https://doi.org/10.1016/j.ecresq.2021.11.010
• Gandolfi, E., Traverso, L., Zanobini, M., Usai M.C., Viterbori, P. (2021). The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children. Reading & Writing. https://doi.org/10.1007/s11145-021-10131-y
• Malagoli, C., Zanobini, M., Chiorri, C., & Bigozzi, L. (2021). Difficulty in writing perceived by university students: A comparison of inaccurate writers with and without diagnostic certification. Children, 8(2), 88. https://doi.org/10.3390/children8020088
• Tonizzi I., Traverso L., Usai M. C., Viterbori P. (2021). Fostering number sense in low SES children: a comparison between low- and high-intensity interventions. Mathematics Education Research Journal, 33, 345-363, ISSN: 1033-2170. https://doi.org/10.1007/s13394-019-00307-9
• Traverso, L., Tonizzi, I., Usai, M. C., & Viterbori, P. (2021). The relationship of working memory and inhibition with different number knowledge skills in preschool children. Journal of Experimental Child Psychology, 203. https://doi.org/10.1016/j.jecp.2020.105014
• Usai M.C., Viterbori P., & Traverso L. (2018). Preschool Executive Function Profiles: Implications for Math Achievement in Grades 1 and 3, Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2018.1496957