First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSO2044188, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
PS1978, Degree course structure A.Y. 2017/18, A.Y. 2018/19
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination LEARNING DISABILITIES
Department of reference Department of General Psychology
E-Learning website
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge BARBARA CARRETTI M-PSI/01
Other lecturers MARCO ZORZI M-PSI/01

Course unit code Course unit name Teacher in charge Degree course code

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines M-PSI/01 General Psychology 6.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 01/10/2018
End of activities 18/01/2019
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
6 2019 01/10/2019 30/09/2020 CARRETTI BARBARA (Presidente)
BORELLA ERIKA (Membro Effettivo)
MENEGHETTI CHIARA (Membro Effettivo)
ZORZI MARCO (Membro Effettivo)
5 2018-1 01/10/2018 30/09/2019 CARRETTI BARBARA (Presidente)
BORELLA ERIKA (Membro Effettivo)
MENEGHETTI CHIARA (Membro Effettivo)
ZORZI MARCO (Membro Effettivo)

Prerequisites: Knowledge of cognitive psychology and of principles of psychological assessment
Target skills and knowledge: Knowledge of the cognitive, emotional and neuropsychological mechanisms underlying learning disabilities
Knowledge of the main procedures of assessment and intervention
Ability to distinguish between learning difficulties vs specific learning disorders
Ability to plan a treatment from the diagnosis
Examination methods: Written examination consisting of six open-ended questions (three for each module), each scored on 5-points scale (0-5). The exam lasts 1 hour.
The final score is the sum of the scores obtained in each question.
In the case of particularly rich and well-argued answers, "30 cum laude" is attributed.
Assessment criteria: The following elements will contribute to a positive evaluation:
- correctness of knowledge on SLD and other associated disorders,
- ability to distinguish between differetnt disorders,
- argumentative accuracy
- terminological appropriateness
Course unit contents: The Course intends to promote knowledge and clinical skills on the neural and cognitive bases of learning disabilities. Assessment and intervention procedures will be presented and the students will be involved in practical activities on to the administration and scoring of tests for assessing learning abilities and cognitive processes.
Module A (prof. Carretti)
1. Definition and identification procedures
2. Assessment of SLD
3. Reading comprehension LD
Module B (prof. Zorzi)
5. Computational and neural models of reading and calculation
6. Cognitive and neural bases of dyslexia
7. Cognitive and neural bases of dyscalculia
Planned learning activities and teaching methods: Frontal lectures and practical activites on the use of the tests for the assessment.
Additional notes about suggested reading: The slides of the lectures will be available on Moodle with additional materials.
Textbooks (and optional supplementary readings)
  • Tannock, R., Rethinking ADHD and LD in DSM-5: Proposed Changes in Diagnostic Criteria. --: Journal of Learning Disabilities 46(1) 5– 25, 2013. available on Moodle
  • Fletcher, J.M, Stuebing, K.K., Morris, R.D., & Lyon, G.R., Classification and definition of learning disabilities: a hybrid model. --: Guilford Press, 2013. Chapter in the Handbook of Learning disabilities , edited by Swanson H.L., Harris, K.R. & Graham S. (available on Moodle) Cerca nel catalogo
  • Toffalini, E., Giofrè, D., & Cornoldi, C., Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder. --: Clinical Psychological Science, 5(2) 402 –409, 2017. available on Moodle
  • Goswami, U., Why theories about developmental dyslexia require developmental designs.. --: Trends in Cognitive Sciences, 7(12), 534-540., 2013. available on Moodle
  • Butterworth, B., Dyscalculia: From Brain to Education. --: Science, 332, 1049-1053., 2011. available on Moodle
  • Ziegler, J.C. Perry, C., Zorzi, M., Modelling reading development through phonological decoding and self-teaching: Implications for dyslexia.. --: Philosophical Transactions of the Royal Society B,, 2014. available on Moodle
  • Piazza, M .., Zorzi M., Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.. --: Cognition, 116, 33-41., 2010. available on Moodle
  • Rubinsten, O. Henik, A., Developmental dyscalculia: heterogeneity might not mean different mechanisms.. --: Trends Cognitive Sciences, 13, 92–99., 2009. available on Moodle
  • Feigenson, L. Dehaene, S. Spelke, E., Core systems of number.. --: Trends in Cognitive Sciences, 8, 307-314., 2008. available on Moodle
  • Cornoldi C., Giofre`D., Orsini O., Pezzuti L., Differences in the intellectual profile of children with intellectual vs. learning disability. --: Research in Developmental Disabilities 35, 2224–30, 2014. available on Moodle
  • Catts HW, Adlof SM, Ellis Weismer S., Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading. --: J Speech Lang Hear Res. 49(2):278-93, 2006. available on Moodle
  • Cain, K, Oakhill, J., Reading comprehension difficulties. New York: Guilford Press, 2007. in K., Cain & J. Oakhill (Eds). Children's Comprehension Problems in Oral and Written Language. (pp 41-70) available on Moodle Cerca nel catalogo
  • Willcutt, E. G., Theories of ADHD. --: Guilford Press, 2015. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp. 391-404). Cerca nel catalogo
  • Hulme, C., Snowling M. J., Understanding developmental disorders (chapter 1) and Reading Disorders I: Developmental Dyslexia (chapter 2). --: UK, Wiley-Blackwell, 2009. In Hulme, C., & Snowling M. J. Developmental Disorders of Language Learning and Cognition (available on Moodle) Cerca nel catalogo
  • Rapport MD, Orban SA, Kofler MJ, Friedman LM., Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic ..... --: Clin Psychol Rev. Dec;33(8):1237-52, 2013. available on Moodle

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Working in group

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Quality Education